NATURAL 
READING 




MANUAL 

OF 

INSTRUCTION 




NATURAL READING 



MANUAL OF INSTRUCTION 

(FOR TEACHERS) 



PRESENTING A PERFECTLY NATURAL AND SYSTEMATIC METHOD 
OF TEACHING READING TO PRIMARY CHILDREN, WITHOUT 
THE USE OF DIACRITICAL RLIRKS, AND INCLUDING 
COMPLETE SETS OF PHONETIC PARTS, WORDS 
AND SENTENCES ARRANGED IN PROPER 
SEQUENCE FOR BOTH DEVELOP- 
MENT AND DRILL 



BY 



LEW A. BALL 

Instructor, Primary Grades, Oakland School Department 
Oakland, California 



GINN & COMPANY 

BOSTON • NEAV YORK • CHICAGO • LONDON 



Copyright, 1906, by 
LEW A. BALL 



ALL RICxHTS RESERVED 
G6.5 



GINN & COMPANY • PRO- 
PRIETORS • BOSTON • U.S.A. 






LIBRARY Of CONGRESS 

Two CoDies Received 

MAY 19 1906 

ri Ccpyrlsht Entry 

>tLAss ^Coiy^c. No 

^ COFV B, 




PREFACE 

The Natural Reading is a combination of the sentence, word, 
and phonetic methods. Beginning with short sentences, which 
keenly interest the child, through the vividness of their content, 
it leads first to the recognition of the separate words, then to 
the recognition of the phonetic parts of these words, through a 
natural order of analysis. No diacritical marks or other arti- 
ficial devices are used in the teaching of the phonetic parts. 
Continuing, this method gives the child power to read new 
words containing a recombination of these phonetic parts. 

Definite instructions for the carrying on of the work by the 
teacher are given in the manual. The accompanying primer 
is the first book to be read by the children. It contains only 
the application of tlie work, as this work develops consistently 
under the guidance of the manual, all mechanical drill being 
reserved for the blackboard. 

The principles developed in this manual were worked out in 
the Oakland School Department before being put into final 
shape. In this connection the author begs leave to acknowl- 
edge her indebtedness to Professor T. L. Heaton, Department of 
Education, University of California, for much direction in the 
preparation of this manual; to Professor Elwood P. Cubberley, 
Department of Education, Stanford University, for the initial 
encouragement which led to the undertaking of this work ; and 
to Professor Henry Suzzallo, Lecturer in Education, Teachers 
College, Columbia University, for valuable criticisms on the 
method and material here presented. 



CONTENTS 

^^^ PART I 

J/,-* V •/"IMflWltSS^Mf- PAGE 

Preliminary Blackboard Work 1 

PART II 
Blackboard Work and Primer 19 

PART III 
Blackboard AVork and Supplementary Reading 51 

APPENDIX 

Blackboard Work arranged for Cyr's Primer and First 

Reader 67 



INTRODUCTION 

The Natural Reading aims to teach the you-ngest children to 
read by the natural method used by both children and adults, — 
the method of recognizing the sound of new words by their form 
similarity to those they already know. 

The children are therefore taught a variety of sight words 
in groups of sentences, so as to make the words learned a real 
expression of thought. 

These sight words contain, with sufficient repetition, the im- 
portant phonetic parts that the child requires for the recognition 
of the new words to be found in the first five months' reading. 

All the phonetic parts, as found in the consonants, are taught 
at the outset by natural phonic analysis of the sight words, and 
not by any merely artificial device. All the more important 
phonetic parts, as found in the sound groups, are also taught 
at the very beginning. Later, less important sound groups are 
introduced from time to time, as the expanding reading vocabu- 
lary of the children demands. 

The method of development and drill is perfectly simple. 
The teacher has only one line of work to teach at a given time. 

The different lines of work follow in perfect sequence, com- 
plete sets of material being provided at every point. 



vi INTRODUCTION 

The steps in teaching beginners to read are as follows : 

First Step. Sentence reading from blackboard. 

Second Step. Separating the sentences into words. 

Third Step. Separating the words into their phonetic parts (consonant 
sounds). 

Fourth Step. Separating the words into their phonetic parts (sound 
groups). 

Fifth Step. Reconibining the derived phonetic parts into new words. 

Sixth Step. Drill words and drill sentences. 

Seventh Step. Teaching new phonetic parts (additional sound groups). 

The following manual in three parts provides for one year's 
work, as follows : 

Part I. Preliminary Blackboard Work. ) First 
Part II. Blackboard Work and Primer, j half year. 

Part III. Blackboard AVork and Supple- ) Second 
mentary Reading. ) half year. 



Paet I 

PRELIMINARY BLACKBOARD WORK 

FIRST HALF YEAR 



Part I 



DIRECTIONS 

In teaching the Natural Reading, no material departure from 
the following plan should be made. 

First Step. Sentence Reading from Blackboard 

Prepare for these lessons by collecting the various objects 
mentioned in the reading sentences. If not able to get the toys, 
substitute pictures. 

1. Take in your hand an object, for example, the top. Place 
upon the blackboard the sentence, / have a top} Read the sen- 
tence to the children. Give the top to a child and let him read 
the sentence, while he places the pointer upon the blackboard 
sentence at the same time. Repeat with several children in turn. 

Erase this sentence ; take another object, the ball, and place 
upon the blackboard, I have a hall. Proceed as with the former 
sentence. 

In this way teach in turn each sentence in the fii-st group of tlie 
sight sentences on page 4, reviewing meanwhile all that have 
been presented. Have but one sentence at a time on the black- 
board until each is learned. Then group the sentences in various 
ways and have them read, the child holding the object as he reads. 

1 The author prefers to use print only for these early blackboard reading 
lessons, but there is nothing in the arrangement of the book to prevent those 
teachers who wish from using script. 

3 



4 NATURAL READING 

2. Place upon the blackboard the sentence, / cmi rim^ from 
the second group. Read it to the children. Let a child perform the 
action, and then read the sentence. Erase ; write I can jump^ 
and continue as with I can run. In this way complete the group 
of action sentences. 

3. Each group of the sight sentences should be developed in 
a similar manner. Use colored crayon in teaching the color 
sentences. 

Note. Action, object, and picture work should be utilized throughout the 
first year's instruction in reading, (1) to give the child the meaning of 
the reading, and (2) to give the teacher a means of testing whether or not 
the children have the meaning as they read. Especially can the illustra- 
tions in Primer and First Reader be used for these purposes. The teacher 
may even supplement the reading with other pictures. 

Sight Sentences 



I have a ball. 
I have a top. 
I have a box. 
I have a doll. 



I have a book. 
I have a chair. 
I have a cup. 
I have a nut. 



I can run. 

I can jump. 

I can play. 

I can play with you. 

I can catch a fish. 



I can walk. 

I can read. 

I can sing. 

I can sit in a chair. 

I can make a cake. 



I can catch you. 



We have a horse. 
We have a cow. 
We have a dog. 



We have a cat. 
We have a kitten. 
We have a hen. 



MANUAL FOR TEACHERS 



We can make a cake. 
We can play seesaw. 
We can ride on the car. 
I can read a book. 



We can jump rope. 
I can ride a horse. 
I can catch a ball. 
We can play ball. 



We can play top. 



Can you run ? 

Can you jump rope ? 

I see a girl. 
I see a violet. 
I see the clock. 
I see the sun. 

I saw a ship. 
I saw the moon. 
I saw some ice. 
I saw a kitten. 
I saw papa. 
We saw some cows. 
I saw some ships. 
I saw a nest. 



Can you jump ? 

Can you catch a fish? 

I see a chair. 
I see the nut. 
I see the broom. 
I see you. 

I saw a bird. 

I saw the car. 

I saw a violet. 

I saw a fish. 

I saw the baby. 

I saw you. 

We saw some kittens. 

We saw some violets. 



A big dog. 
A little baby. 
A little fish. 
A big cake. 



A big cow. 
A little kitten. 
A big ship. 
A big moon. 



My kitten is little. 
We have a little baby. 
I see a big doll. 
We have a big tree. 
I am big. 



A big doll. 
A little bird. 
A little boy. 
A little girl. 

My dog is big. 
I saw a little fish. 
I have a little box. 
See the big clock. 
Baby is little. 



NATURAL READING 



A green tree. 
The red box. 
My red book. 
A green top. 



A yellow bird. 
The pink ball. 
The white cat. 
A black horse. 



A black dog. 
A white ship. 
The black kitten. 
The white cow. 



I see a green tree. 
We have a white horse. 
My kitten is white. 
Have you a red book ? 

Papa has a cane. 
Baby has a kitten. 
Baby has a ball. 



See the red book. 
I saw a white ship. 
Have you a black cat ? 
Have you a pink ball? 

Mamma has a book. 
Mamma has a Ijird. 
Papa has a horse. 



Baby's kitten. 
Mamma's violet. 
See baby's cat. 
This is papa's cane. 



I see mamma's clock. 
Papa's horse. 
Mamma's chair. 
See mamma's bird. 



Papa's book. 
Baby's doll. 
This is baby's doll. 
This is papa's dog. 



A horse and a cow. 

A book and a cup. 

A tree and a bird. 

Some trees and some violets. 

The sun and the moon. 

A cat and some kittens. 



My dog is black and white. 
A girl and a boy. 
Baby and her kitten. 
Papa and baby. 
Baby and mamma. 
The ball and the doll. 



Some boys and some girls. 



I love mamma. 
Mamma loves baby. 
Baby loves her kitten. 



I love papa. 



I love you. 
Papa loves baby. 
Baby loves her doll. 



MANUAL FOR TEACHERS 

Put the ball on the chair. Mamma has a pet bird. 

Put the top ill the box. Papa has a pet dog. 

Put the violet by the book. We have a horse. 

Put the cake with the ball. Put the ball or the nut 

Put the cane by the chair. in the box. 

Put the nut in the box. Put the violet or the top 

Grace has a pet cat. with the ball. 
Baby has a pet kitten. 



Second Step. Separating the Sentences into Words 

Place upon the blackboard in a vertical row several I have , 
sentences. Let the children read them. Then erase / have^ I 
have, I have, leaving a hall, a top, a nut. Then erase a, leaving 
the single word hall, top, nut. Retain these w^ords for daily drill. 
Also place each one on a separate sheet of stiff paper to hold 
before the children, rearranging their order from day to day. 

Again, place several I have sentences on the blackboaid and 
erase a hall, a hook, a top, leaving I have, I have, I have. It is 
well to retain this as it stands, / have, for daily review, in 
addition to placing the separate words I and have in the list 
of words. 

Continue in this way until the list of sight words ^ is complete. 

It is important that these words be so thoroughly learned that 
there can be no hesitation nor doubt, for upon the child's recog- 
nition of these words depend the ease and success of the next 
step, — the derivation of phonetic parts. The child will have no 
difficulty in retaining these phonetic parts if he knows definitely 
the words from which they are derived. 

1 See page 8, 



NATURAL READING 







Sight Words 






am 


catch 


nest 


or 


a 


and 


doll 


nut 


violet 


baby 


ball 


dog 


on 


walk 


have 


book 


fish 


pink 


yellow 


has 


box 


girl 


pet 


ship 


I 


boy 


hen 


rope 


chair 


is 


bird 


horse 


run 


white 


•love 


big 


her 


read 


this 


mamma 


by 


in 


ride 


broom 


papa 


cat 


ice 


red 


black 


put 


cane 


jump 


sun 


clock 


some 


cake 


kitten 


see 


Grace 


the 


car 


little 


saw 


green 


we 


cup 


moon 


sit 


play 


with 


cow 


make 


sing 


tree 


you 


can 


my 


top 







Third Step. Separating the Words into their 
Phonetic Parts (consonant sounds) 

1. Place on the blackboard the word sun. As the children 
watch your lips, pronounce the word s?m, prolonging slightly 
and making prominent the sound s. 

Have the children tell what sound comes first in speaking 
the word. 

Erase iin from the word on the blackboard, leaving only s, 
and let the children make the sound. 



MANUAL FOR TEACHERS 



9 



Place sing on the blackboard, proceed as with siin^ erasing 
ing and leaving only the sound s. 

Continue with see^ saiv, and sit, erasing ee, aiv, and it, 

2. Write the word run. Pronounce as the children watch, 
making prominent the sound r. Erase U7i, leaving r, and give 
rope^ read, ride, red, one at a time, erasing ope, ead, ide, ed. 

The danger lies in giving to these separate consonant elements 
sounds which they do not possess. Properly speaking, some of 
them have no sound until followed by another letter, usually a 
vowel. When given alone they should be expressed by a breath 
only, with lips and tongue in position. 

No loud explosive sound should be permitted. 

Continue the plan of teaching the consonant sounds in the 
following order. 



c in cat, cane, cake, car, 


j in jump 


cup, cow, 


can. 


catch 


V ' 


' violet 


b " ball, book, 


box, 




w ' 


' walk 


boy, bird 


. %^ 


big 


y ' 


' yellow 


m " moon, make 


, my 




sh ' 


' ship 


h " hen, horse, her 




ch ' 


' chair 


t '' top 






wli ' 


' white 


d " doll, dog 






th ' 


' this 


n " nest, nut 






bl ' 


' black 


p '' pink, pet 






br ' 


' broom 


f " fish 






cl ' 


' clock 


g u girl 






gr < 


' green 


1 " little 






pi ' 


' play 


k " kitten 






tr ' 


' tree 



10 KATUEAL READING 

Fourth Step. Separating Words into their Phonetic 
Parts (souncl groups) 

Place upon the blackboard the word sun. Erase s, leaving 
un. Tell the children what it is, and let them jDronounce it. 
This phonetic part must remain as it is, — im ; it must not be 
separated further into u and n. Repeat with r?m, separating it 
into r and un. 

Write cake ; erase (?, leaving ake. Tell the children ake., and 
do not separate further. Repeat with make, separating it into 
m and ake. 

Retain these new phonetic parts, un and ake, for daily drill. 

Continue with the following sight words, erasing the initial 
consonants and retaining the part that remains as a phonetic 
part. 



sun 


cane 


pink 


dock 


cake 


moon 


pet 


(rrace 


5all 


ride 


dog 


pUj 


hook 


see 


car 


Mrd 


hig 


saw 


box 


read 


cat 


can 


sing 


am 


cup 


/ish 


fop 


and 


cow 


Aer 


sit 


in 


catch 


hoj 


ship 


or 


nut 


hen 


white 


ice 


nest 


rope 


broom 


on 


walk 


red 


bhck 


is 



In addition give the words am, and, in, or, ice, on, is, as they 
stand, which gives the list of phonetic parts found on the 
following page. 



MANUAL FOR TEACHERS 11 

The remaining words in the original sight- word list are not 
to be analyzed into phonetic parts. They must be retained and 
drilled upon as pure sight words. 

Phonetic Parts of Sight Words ^ 



b 


s 


Pl 


alk 


ink 


ace 


c 


t 


tr 


ane 


et 


ay 


d 


V 


un 


oon 


og 


ird 


f 


w 


ake 


ide 


ar 


ir 


g 


y 


all 


ee 


ox 


ead 


h 


ch 


ook 


aw 


ing 


ea 


j 


sh 


ig 


an 


op 


am 


k 


wh 


at 


ish 


it 


and 


1 


th 


up 


er 


ip 


in 


m 


br 


ow 


oy 


ite 


or 


n 


bl 


atch 


en 


oom 


ice 


P 


cl 


ut 


ope 


ack 


on 


r 


gr 


est 


ed 


ook 


is 


Fifth Step. 


Recombining 


THE Derived 


Phonetic ; 


Parts 



INTO New Words 

Place upon the blackboard the new word say. Pronounce the 
word say., making plain to the child the result of the new 
blending or combining of the phonetic parts, without making 
any more of an artificial separation than is necessary to help the 
child over this new step. 

1 Capital letters, or rather the capital forms of the consonant sounds, may 
be introduced gradually as there is need for them in proper names or at begin- 
nings of sentences. 



12 



NATURAL READING 



Write soon, and show in like manner the recombination of 
the phonetic parts. Continue, taking one word at a time, with 
sir, side, sand, sink, sat, sup, set, sack. 

Then continue with the words in the first list, beginning on 
this page. 

The success of this exercise lies in the child's ability to 
promptly pronounce the separate phonetic parts. There must 
be absolutely no uncertainty, no guessing. 

Ability to read new words containing familiar phonetic parts 
will come with practice. 

This work must all be under the direct supervision of the 
teacher. 

Sixth Step. Drill Words and Drill Sentences 

As the child gains facility in reading new words, use these 
words in sentences. 

Many teachers prefer to make their own drill words and sen- 
tences. For the convenience of those teachers who do not, sets 
of drill words and sentences are provided. 

Durinof the drill on the words in the drill lists, their mean- 
ings need not be discussed, the meanings being developed in 
drill sentences and Primer reading lessons. 









Word Drill 








sup 


side 


say 


sir 


rake 


run 


ring 


sat 


see 


sand 


rook 


ran 


rope 


rip 


sake 


saw 


sea. 


Roy 


rut 


red 


race 


soon 


sing 


Sam 


rig 


rest 


ride 


ray 


sink 


sit 


set 


row 


rink 


read 


rock 


sun 


sip 


sack 


rat 


ram 


raw 


room 







MANUAL 


FOR TEACHERS 




13 


rack 


hook 


lane 


bun 


paw 


dish 


wide 


rioe 


how 


latch 


bead 


pit 


dip 


wed 


fall 


hat 


log 


bee 


pop 


day 


wee 


fox 


hatch 


let 


bed 


pet 


din 


wing 


% 


hog 


lest 


bit 


pen 


talk 


walk 


fat 


her 


link 


balk 


pace 


took 


way 


far 


hen 


lope 


bite 


pay 


toy 


win 


fan 


hat 


lead 


bay 


pack 


tar 


wet 


fog 


ham 


led 


boom 


pin 


take 


sham 


fish 


hope 


Lee 


back 


gun 


tan 


shook 


fun 


hide 


law 


band 


gay 


test 


shake 


fed 


hit 


lit 


bin 


get 


tide 


shut 


fit 


hip 


lip 


py 


cook 


Ted 


shun 


fir 


hop 


lace 


jig 


call 


top 


shed 


face 


his 


lay 


Jane 


cup 


ten 


shop 


fay 


hay 


lock 


jar 


cow 


tea 


ship 


fin 


hack 


land 


jest 


cat 


tall 


shock 


mow 


hand 


lake 


jip 


cane 


tip 


shack 


mat 


nook 


book 


jet 


car 


tock 


shin 


mane 


now 


ball 


jaw 


cake 


tack 


chat 


make 


net 


box 


jam 


can 


tin 


chest 


man 


Nat 


boy 


Jack 


catch 


kite 


chide 


match 


Nan 


bird 


pig 


cut 


kit 


chop 


moon 


noon 


big 


pup 


caw 


vane 


chalk 


mink 


nut 


bow 


pat 


cock 


vest 


chip 


met 


nest 


bat 


pane 


Don 


wall 


chin 


may 


nun 


bar 


pan 


dig 


wig 


when 


mock 


Ned 


bake 


patch 


Dan 


wake 


whirl 


mice 


nor 


batch 


Poll 


doll 


wish 


whit 


Mack 


nice 


but 


pink 


den 


west 


Avhip 


hall 


look 


best 


pun 


dog 


wink 


white 



14 



NATURAL READING 



whack 


brace 


kites 


talking 


winter 


then 1 


bray 


jumps 


wishing 


butter 


that 


broom 


runs 


batting 


better 


than 


brand 


ships 


cutting 


clatter 


thatch 


bride 


boxing 


cunning 


clutter 


think 


grit 


bowing 


dipping 


sister 


thaw 


grip 


bumping 


fanning 


under 


thing 


Grace 


balking 


hitting 


thunder 


third 


green 


calling 


hopping 


chattering 


thin 


gray 


cooking 


matting 


hammering 


blink 


groom 


catching 


popping 


tallest 


block 


grand 


dishing 


pinning 


pinkest 


black 


grin 


falling 


wedding 


blackest 


clog 


tree 


fishing 


running 


fallen 


clan 


trip 


hatching 


sitting 


fatten 


clink 


trace 


looking 


caller 


handed 


clam 


tray 


latching 


dipper 


rested 


claw 


track 


leading 


catcher 


patted 


cling 


trice 


mocking 


dinner 


petted 


clip 


plat 


pumping 


supper 


boyish 


clay- 


plan 


resting 


fisher 


pinkish 


clock 


plow 


Sam's kite 


fatter 


grayish 


brook 


plane 


Don's ball 


hopper 


finish 


brig 


place 


reading 


letter 


finishing 


brow 


play 


rocking 


reader 


hatchet 


bran 


ball 


seeing 


singer 


rocket 


brink 


balls 


sawing 


hammer 


pocket 


bring 


kite 


saying 


shutter 


carpet 



1 The child's acquaintance with the spoken word (think, then, etc.) will 
enable him to give the correct sound of th in these different words. See note 
on variable sound groups, page 20. 



MANUAL FOR TEACHERS 



15 



garden 


bonnet sandman 


fir 


tree 


bowwow 


gardener 


Sunday seaside 


car 


■ track 


tea tray 


carpenter 


sidewalk chestnut 


chatterbox 


cracker 


into ^ 


we 


be 




so 


it 


me 


she 




no 


its 


he 

Sentence Drill 


go 2 




ho 



Papa has a gun. 

I can bake a cake. 

Baby has a ring. 

My room is little. 

See the bee. 

Papa is tall. 

Let me bat the ball. 

Have you a bat? 

I have a bat and a ball. 

We saw some white mice. 

Baby has a toy kitten. 

Jump on the hay. 

We have some jam. 

I like cake and jam. 

Can you cook ? 

That man is tall. 

Put the rice in the box. 

We have a hatrack. 

See the jar of jam. 

Jip is my dog. 



Jip is black and white. - 

Baby sat in papa's chair. 

Make a bow. 

Jack can run. 

Poll can mock the dog. 

Cut the cake and make some 

tea. 
Make some tea for mamma. 
Look at my book. 
See my beads. 
This is my best doll. 
Run in the hall. 
Get the fishhook and catch a 

fish. 
Have you a pin ? 
We saw the sun set. 
Roy can saw. 

Put the hat on the hatrack. 
Sit on the log. 
Nat can catch a fish. 



1 The word to is a new sight word on page 24 of the Primer. 

2 The word go is a new sight word on page 28 of the Primer. After it is taught 
as a sight word it can be followed by .so, no^ ho. 



IG 



NATURAL READING 



Have you a rake ? 

Get the dish of rice. 

I saw a horse balk. 

Baby can hide in the hay. 

See the nice dish of rice. 

Sam is a tall boy. 

How far can you jump ? 

Mamma has a lace fan. 

Call the dog. 

Run a race with me. 

Sit on the mat. 

Rock-a-by baby. 

See my tin cup. 

The sun sets in the west. 

Can you win the race ? 

We can get up on the shed. 

Let's play tin shop. 

I have some red chalk. 

See my little whip. 

I have a pink hat. 

This room is wide. 

We saw some clams. 

Get some clay and make a clay 

ball. 
See the little brook. 
Have you some blocks ? 
Look at the kitten's claws. 



Papa can plow. 
That horse is balking. 
Mamma is calling you. 
Ned is catching some fish. 
Mamma is resting. 
Grace is rocking the baby. 
Baby is talking to her kitten. 
Papa is reading his book. 
The kitten is fatter than the 

big cat. 
My papa is the tallest. 
We have some rice for supper. 
Baby has cunning bauds. 
Grace has a third reader. 
My bird is a singer. 
Baby patted papa's horse. 
We rested on the hay. 
Mamma is sitting in tlie sand. 
Sam is running a race. 
Sister 1 is cutting the cake. 
My sister is taller than I am. 
Get some butter for dinner. 
Baby is fanning her kitten. 
See the boys running a race. 
The big cat is sitting in the sun. 
Baby is playing catch fish in 

the brook. 



1 The child has learned the word is and not the sound group is (sharp s). 
Therefore he will, perhaps, read the new word " sister " {z sound), but the mean- 
ing of the word should give him the correct pronunciation. See note on variable 
sound groups, page 20. 



MANUAL FOR TEACHERS 17 

Seventh Step. Teaching New Phonetic Parts 

(additional sound groups) 

At this stage the child has become accustomed to dealing with 
the abstract parts of words ; therefore new phonetic parts can 
now be introduced as they stand, as parts of words to be used 
later in combining into new words, without analyzing each new 
phonetic part from some word which must first be learned as a 
sight word. 

When a new^ phonetic part is introduced its name must be 
told to the child, just as the name of any new sight word is 
told him. 

Place upon the blackboard at 

an 
am 

sound groups which the child has already learned. Place with 
these the new sound group ag, and tell the child what it is, pro- 
nouncing it as a whole, ag. The resemblance to the familiar 
at^ an^ am enables him to grasp and to remember the new ag 
without much difficulty. 

To this list, at 

an 

am 

ag 

add, one at a time, the new sound groups ap, ad, ax, telling the 
child the name of each in turn. 

When these are learned, add them to the stock of cards for 
daily drill. 



18 NATURAL EEADING 

In the same way place upon the blackboard 

op 
og 
on 
ox 

sound groups which the child has already learned. 

Add, one at a time, the new sound groups ot^ od^ telling 
the child the name of each, and continue as with the previous 
set, ag^ ad, etc. 

In this way take in 

it 

ip 

sound groups which the child has already learned, and add, one 

at a time, the new sound groups zm, ix, id. 

Take 

un 

up 

ut 

sound groups which the child has already learned, and add, one 
at a time, ng, um, ud, iih. 

Take at 

en 
ed 

sound groups which the child has already learned, and add eg. 

As these new phonetic parts are taught, add them to the list 
of phonetic parts for daily drill. 

Follow with the word drill and sentence drill given in Part II, 
page 23, continuing the work as the children read the Primer. 



Paet II 

BLACKBOARD WORK AND PRIMER 

FIRST HALF YEAR 



Paet II 



DIRECTIONS 

Part I completes the preliminary blackboard work. The chil- 
dren are now ready to read through page 36 of the Primer. 

The blackboard work in Part II consists of the development 
of additional sound groups, with material for word drill and 
sentence drill, and is a continuation of the work given in the 
seventh step of Part I. 

This blackboard work should be given along with the reading 
of the Primer, as indicated in the following pages. 

The first twenty-two pages of the Primer contain the original 
sight words only. Beginning with page 23, new words are added 
on every page, these words being of two classes : (1) phonetic 
words, and (2) new sight words. 

1. Pli07ietic ivords. These the child should be able to read 
without assistance, if the blackboard drill has been systematic- 
ally carried on. 

2. The 7iew sight words should be told to the child. They 
occur on the following pages. 

Page 24 



25 



come 


Page 28 go 


Page 


29 


do 


here 


want 




30 


goes 


to 


like 




32 


over 





29 Poll 




34 


don't 


of 


pretty 

21 






does n't 



22 



NATUKAL EEADING 



Page 38 went 

39 they 

40 too 

47 pussy 

49 one 

50 hear 

51 could 

52 down 

54 was 

55 said 
our 



Page 56 what 

58 old 
good 

59 again 
another 

60 full 

61 where 
been 

63 tied 
65 their 
67 tried 



Page 70 woman 

73 there 
gone 

74 school 
pony 

80 great 
85 any 
87 water 
98 caught 
101 very 



XoTE. Such words as three, V^Z^ 30, eat, page 50, iduj, page 62, are 
phonetic words containing only familiar phonetic parts, although they 
precede their regular phonetic lists. The child will probably easily read 
them as they occur in their sentences ; therefore they need not be taught 
as sight words. 



Drill for Primer Pages 37-43 







Phonetic Parts ^ 






at 


et 


it 


ot 


ut 


an 


en 


in 


on 


un 


ag 


ed 


ig 


og^ 


ug 


am 




im 


op 


um 


ap 




ip 


ox 


up 


ad 




id 




ub 



IX 



1 For development of this set of phonetic parts, see pages 17-18. 



MANUAL FOR TEACHERS 









Word Drill 








is 


dim 


hip 


log 


peg 


sap 


wit 


if 


dip 


hid 


lop 


pit 


sad 


win 


of 


did 


hot 


mat 


pin 


set 


wig 


bat 


dot 


hog 


man 


pup 


sit 


yet 


bag 


Don 


liop 


map 


pig 


sin 


yes 


bad 


dog 


hod 


mad 


pot 


sip 


chat 


Ben 


den 


hug 


Mab . 


pop 


six 


chap 


beg 


dug 


hum 


met 


pod 


sob 


chit 


bed 


fat 


hub 


men 


pug 


sun 


chin 


bit 


fan 


jam 


mix 


rat 


sum 


chip 


bin 


fed 


jet 


mop 


ran 


tan 


chop 


big 


fit 


j'g 


mug 


rag 


tag 


sham 


bib 


fin 


Jim 


mud 


ram 


tap 


shad 


box 


fig 


flip 


Nat 


rap 


tax 


shed 


Bob 


fix 


jog 


Nan 


Rab 


Tab 


ship 


but 


fog 


j^ig 


nag 


red 


ten 


shot 


bun 


fox 


keg 


nap 


rig 


Ted 


shop 


bud 


fun 


kit 


net 


rim 


tin 


shut 


cat 


get 


kid 


Ned 


rip 


Tim 


shun 


can 


got 


Lig 


nip 


rid 


tip 


when 


cap 


gun 


lap 


not 


rod 


tot 


whit 


cot 


gum 


hid 


nod 


Rob 


Tom 


whip 


cod 


hat 


let 


nut 


rut 


top 


whim 


cut 


ham 


leg 


nun 


run 


tug 


than 


cup 


had 


led 


pat 


rug 


tub 


then 


cub 


hen 


lit 


pan 


rub 


vat 


them 


Dan 


hem 


lip 


pad 


sat 


van 


thin 


din 


hit 


lid 


pet 


sag 


wet 


this 


dig 


him 


lot 


pen 


Sam 


web 


bran 



24 



NATURAL READING 



brag 


better 


hugging 


patted 


tapping 


brig 


boxes 


humming 


padded 


tender 


brim 


boxing 


jogging 


petting 


velvet 


blot 


boxer 


kitten 


petted 


winter 


clam 


cabin 


lagging 


pinning 


yesterday 


clap 


cotton 


ladder 


picnic 


chatting 


club 


cutting 


letter 


popper 


chapter 


grit 


cutter 


letting 


popping 


chopping 


grin 


cunning 


litter 


rapping 


shopping 


grip 


dinner 


lumber 


redder 


whipping 


plat 


digging 


matter 


reddest 


thinner 


plan 


dipper 


matting 


ripping 


thinnest 


plot 


dotted 


manner 


robin 


brimming 


plod 


dotting 


member 


runner 


blotter 


plum 


fatter 


mixing 


rubber 


blotting 


trap 


fattest 


mitten 


rubbing 


blotted 


trim 


fixing 


mixes 


satin 


clapping 


trip 


getting 


mutton 


sadder 


clapper 


trot 


hammer 


mopping 


saddest 


grinning 


trod 


hammering 


netting 


sitting 


trimmer 


batting 


happen 


number 


sipping 


trimming 


batted 


happening 


nodding 


sister 


tripping 


batter 


hemming 


nutting 


sobbing 


trotted 


begging 


hitting 


patter 


Sunday 


trotting 


beggar 


hopping 


pattering 


summer 




bitter 


hopper 


patting 


supper 





MANUAL FOR TEACHERS 



25 



Sentence Drill 



Get me a pin. 

I see ten boys. 

Can you hop? Hop to the 

chair. 
Did you win the race ? 
We have a pet hen. 
Tab is my cat. 
Don't get in the mud. 
Baby has a rag dolL 
The dog bit baby's dolL 
Baby took a nap. 
Here is my tin cup. 
Mamma has a little tub for 

baby. 
Catch the fish with this net. 
Shut the lid of the box. 
Did you ever see a fox ? 
My dog likes ham. 
Let 's dig in the sand. 
Sit on the log. 
My hat is wet. 
Let 's sit on the rug. 
Rap-a-tap tap. 
Do not get wet. 
Here is a pretty pink bud. 
Come and play in the lot. 
Have you a pen ? 
Hug mamma, baby. 
Ned has a fishing rod. 



Can you fix the lid of the 

box ? 
My top can hum. 
Have you a humming top? 
I saAV six white rats. 
Max has a pug dog. 
Have you a cap ? 
Do you like figs ? 
We have a fig tree. 
Don't make a litter. 
See the boys hopping. 
Get the hammer for papa. 
See the big ladder. 
I saw a robin. 
Mamma has a red velvet 

ribbon. 
I have a pink satin ribbon. 
I saw you yesterday. 
Have you some rubbers ? 
Do you like summer? 
Do you like winter? 
Do you like summer or winter 

best? 
Have you a baby sister ? 
I like to go shopping with 

mamma. 
We had a picnic. 
Baby can clap her hands. 
Papa is fixing the ladder. 



26 



NATUKAL READING 



We have a plum tree. 

Get me a blotter. 

My sister can get the dinner. 



My kitten ran up the ladder. 
My bud is the reddest. 
We saw some clams. 



Develop new sound groups, as follows : 

Place upon the blackboard ack and atcJi^ which the child 
already knows. Add to these the remaining sound groups in 
column 1, telling the child what they are. Repeat with columns 
2, 3, 4, 5. This process of development should be used when- 
ever new sound groups are to be taught. 

The attention of the child should not be called to the single 
vowel sound. It is enough for him to know that at is at^ and 
ate is ate^ as a whole. He must always deal with them as 
wholes. 

Variable sound gi^oups. When a sound group has different 
sounds in different words, the child must be trained to judge 
which one is used by the meaning of the sentence in which 
it occurs. Example : 

The wind blew the tree down. 
Will you wind up this string? 



Drill for Primer Pages 44-51 
Phonetic Parts 



ack 


atch 


end 


ill 


uck 


ash 


ell 


ick 


iss 


unof 


ang 


ess 


ish 


ock 


unk 


ank 


est 


ing 


ong 


uss 


and 


ent 


ink 


oss 


uff 



MANUAL FOR TEACHERS 



27 







Word Drill 






ashes 


dock 


Jess 


locking 


necklace 


back 


doll 


Jill 


long 


Nell 


backing 


doff 


Jock 


longer 


pack 


bang 


duck 


kick 


longest 


packing 


bank 


ducking 


kicking 


longing 


packer 


band 


fell 


kill 


luck 


patch 


batch 


fish 


kiss 


Mack 


patching 


beckon 


fill 


kisses 


mash 


patches 


bend 


filling 


kissing 


mashing 


peck 


bell 


fuss 


lack 


mashes 


pecking 


Bess 


gush 


lacking 


mend 


pick 


bill 


hack 


lash 


mending 


picking 


boss 


hash 


lashes 


mended 


pink 


buck 


hang 


lashing 


mink 


pitch 


bunk 


hanging 


lank 


mill 


pitching 


buff 


hanger 


land 


miller 


pitches 


cash 


hank 


landed 


miss 


pitcher 


catch 


hand 


landing 


misses 


puff. 


cuff 


handed 


latch 


missing 


puffing 


coffee 


handling 


latches 


mock 


rack 


dash 


handing 


latching 


mocking 


racket 


dashing 


hatch 


lend 


mocker 


racking 


dasher 


hatching 


lending 


moss 


rash 


Dash 


hatches 


lick 


mosses 


rang 


dell 


hill 


licking 


mush 


rank 


Dick 


hiss 


link 


muss 


rich 


dish 


hush 


linking 


mussing 


ring 


dishes 


hung 


lock 


muff 


ringing 


differ 


Jack 


locker 


neck 


rill 



28 



NATUllAL BEADING 



rock 


suffer 


check 


clashes 


sadness 


rocket 


tack 


chess 


clashing 


tenderness 


rocker 


tacking 


chick 


clang 


blackness 


rocking 


tank 


chicken 


clank 


camp 


rush 


tend 


chill 


click 


camping 


rushing 


tending 


shell 


clicking 


camper 


rushes 


tended 


shock 


cling 


damp 


rung 


tell 


thank 


clock 


dampness 


sack 


telling 


thatch 


cluck 


clamp 


sash 


teller 


thick 


clung 


lamp 


sashes 


tick 


thing 


grand 


best 


sang 


ticking 


think 


grill 


bent 


sank 


tinker 


whack 


plank 


belt 


sand 


tock 


brick 


pluck 


bench 


satchel 


toss 


bring 


plucking 


desk 


send 


tossing 


brinoiiiof 


plush 


felt 


sending 


tuck 


brink 


track 


help 


sell 


tucking 


brushes 


trash 


helper 


selling 


tucker 


brushing 


trick 


helping 


sick 


well 


black 


trinket 


nest 


sing 


wick 


blacken 


trunk 


rest 


singing 


wicked 


blacker 


trill 


rested 


sink 


wish 


blackest 


trilling 


resting 


sinking 


wishing 


blank 


truck 


tent 


sill 


wishes 


blanket 


trunks 


tenting 


sock 


wing 


blink 


less 


west 


song 


Avink 


bliss 


wingless 


went 


suck 


winking 


blush 


matchless 


chest 


sucking 


wind 


blushes 


joyless 


finch 


sung 


Avitch 


blushing 


dimness 


gild 


sunk 


will 


clash 


madness 


gilt 





MANUAL FOE TEACHERS 


29 


lift 


brisk 


romping 


hunted 


pumping 


lifted 


sift 


softer 


hunting 


punch 


lifting 


sifter 


softest 


hush 


rust 


list 


sifted 


bumping 


jump 


tusk 


mist 


sifting 


bump 


jumping 


thump 


mint 


silk 


bunch 


lump 


clump 


milk 


tint 


dust 


lunch 


plump 


milking 


whisk 


duster 


must 


blunt 


pinch 


lost 


hump 


musk 




rift 


loft 


hunt 


much 




risk 


romp 


hunter 


pump 





Note. The word rich is given in this class of words, although the sound 
group ich is omitted because so few words contain it. It is needless to teach 
a sound group for the sake of only one or two words. So, too, fresh is given, 
e><h omitted; and in later classes of words noise, is given, o/s«? omitted 
(page 47) ; nurse and j(>>t<?>'e given, urse omitted (page 45), etc. 









Phonetic Parts 






dr 


gl 


sk 


sm 


sw 


spr 


thr 


fl 


pr 


sc 


sn 


scr 


spl 


qu 


fr 


si 


sp 


St 


str 


shr 


squ 








Word Drill 






drab 


drill 


flat 


flit 


fret 


Frank 


prick 


drag 


drop 


flap 


flock 


fresh 


glad 


prink 


drank 


drug 


flax 


fling 


frill 


gloss 


prop 


drench 


drum 


flash 


floss 


frog 


glimmer 


proper 


drip 


drift 


fled 


flung 


from 


prank 


primer 


drink 


flag 


flesh 


flinch 


Fred 


prim 


prompt 



30 



NATURAL READING 



slab 


slot 


spin 


stag 


stuff 


strap 


shrink 


slam 


sketch 


spick 


stack 


stamp 


string 


shrill 


slap 


skill 


spill 


stand 


stump 


strand 


thrash 


slat 


skiff 


spot 


stem 


swam 


stress 


thrush 


slack 


scum 


spun 


stick 


swell 


struck 


thrill 


slash 


scat 


spent 


sting 


swim 


sprig 


quack 


sled 


scan 


small 


still 


swing 


spring 


quick 


slid 


scamper 


snap 


stitcli 


switch 


sprang 


quit 


slim 


span 


snatch 


stop 


scrap 


sprout 


quill 


slip 


sped 


snip 


stud 


scrim 


split 


quilt 


slit 


speck 


snug 


stun 


scrub 


splash 




slick 


spell 


stab 


stung 


scratch 


shrank 










Sentence Drill 







Ring the bell. 

The bell rings ding-dong. 

Sing a song. 

Baby can sing a pretty song. 

I can pack mamma's trunk for 

her. 
Baby has a little trunk for her 

doll. 
Here is a long rope. 
Do you like to swim ? 
Do you like to swim in the 

pond? 
Hush-a-by, baby. 
I like hash. 

Dick likes to go fishing. 
Here is your hatchet. 



We had a mocking bird. 

The bell rang. 

Tuck the baby up. 

Lend me your book. 

Mamm.a has a muff. 

See the pretty moss on the 

tree. 
Here is the hammer. 
Get me some tacks. 
Papa can mend the ladder. 
Have you a pocket? 
Hang up your hat. 
See the pretty shell. 
I have a pink shell. 
The clock goes tick-tock. 
Sing a song of sixpence. 



MANUAL FOR TEACHERS 



31 



See my pretty necklace. 

Can you pack a trunk ? 

My doll has some dishes. 

Dmg-dong bell, 

Pussy is in the well. 

I saw a bird's nest hanging in 

the tree. 
Can you trill like a bird? 
Baby has fat hands. 
He handed me the ball. 
See the thick rope. 
That horse will kick. 
Jump on the plank. 
Baby will kiss mamma. 
See my pet chicken. 
See all the bricks. 
Papa will hitch the horse. 
Here is mamma's satchel. 
Bring me that brick. 
The bell is ringing. 
Bring me the big pitcher. 
Pick up the tacks. 
I saw a little green frog jump 

into the pond. 
I like mush. 

See the big sack of nuts. 
Baby can say, " Thank you." 
Here chick, chick, chick ; here 

is some dinner for you. 
The humming bird has pretty 

little wings. 



Did you ever go camping ? 
We are going camping when 

summer comes. 
Let 's sit under this clump of 

trees. 
Mamma has a pretty lamp. 
We have a pump by our well. 
How much did you pay for 

the milk ? 
I like muskmelon. 
Jack and Jill 
Went up the hill. 
Do you like milk ? 
Do you like mush and milk ? 
I like cake and milk. 
The kittens like to romp. 
We have a tent to play in. 
Let's sit on this bench and 

finish our lunch. 
Ned is milking our pet cow. 
Can you lift that big brick ? 
Baby likes to dust. She has a 

little duster. 
We have a big chest. 
Do you like chestnuts ? 
Mamma has a silk dress. 
I lost my belt. 
Can you help mamma? 
Can you help with the dusting? 
Baby's hands are the softest. 
This is my desk. 



32 



NxVTUllAL EEADI:NG 



Get up on the loft and jump 

into the hay. 
My kitten drank the milk. 
The duck goes splish-splash. 
Smell the pretty violets. 
Hear the duck say " Quack, 

quack ! " 
I have a pretty quilt. 
See this long string. 
Here we stand, hand in hand. 
See the kittens scamper off. 
Don't slip on the hill. 
I saw a big flock of blackbirds. 
Did you prick your finger ? 
We slid downhill. 
Here is some nice fresh milk. 
The violets are nice and fresh. 



I drank some milk and did not 

spill a drop. 
Can you read in the primer? 
Papa had a sled when he was 

a little boy. 
See the big haystack. 
Can you spell ? 
This bud has a long stem. 
Let's get a drink at the spring. 
Here is a ball of string for your 

kite. 
Don't spill the ink and make a 

blot. 
I spent a nickel for a strap. 
Split the kindling for mamma. 
I like to swing. We have a 

big swing. 



Drill for Primer Pages 52-53 







Word Drill 






little 


brittle 


puddle 


hobble 


grumble 


battle 


shuttle 


paddle 


thimble 


ruflle 


bottle 


whittle 


candle 


ramble 


muffle 


cattle 


middle 


cuddle 


scramble 


scuffle 


cuttle 


fiddle 


dimple 


bramble 


giggle 


kettle 


riddle 


ripple 


scribble 


wiggle 


nettle 


saddle 


supple 


bubble 


struggle 


rattle 


bundle 


topple 


hobble 


uncle 


settle 


muddle 


dapple 


mumble 


ankle 



MANUAL FOE TEACHERS 



buckle 
pickle 
tickle 
tackle 



tangle 
trickle 
kindling 
handling 



tumbling 
grumbling 
rattling 
whittling 



middling 
fiddling 
ruffling 
giggling 



struggling 

bubbling 

rippling 



Sentence Drill 



I have a bottle of milk for my 

lunch. 
Do you like pickles ? 
I have a silver thimble. 
Hey diddle diddle 
The cat and the fiddle. 
Baby has a dimple in her 

chin. 
She has some dimples in her 

little fat hands. 
I must put a ruffle on my doll's 

dress. 
Don't step in the mud puddle. 
Can you whittle this stick ? 
See the big kettle. 
Baby has a rattle. 



This stick is brittle. 
Get me a bottle of ink. 
Bring in some kindling. 
Papa has a saddle for his horse. 
Here is a candle for you. 
My Uncle Will likes little boys. 
Mamma lost the buckle from 

her belt. 
Don't tangle baby's hair. 
Stand in the middle of the 

room. 
I have three ruffles on my red 

dress. 
We picked up a big bundle of 

sticks. 
Ben likes to rattle his marbles. 



Drill for Primer Pages 54-57 
Phonetic Parts 



ate 


ace 


ine 


ice 


ode 


ole 


ane 


age 


ime 


ire 


ope 


oke 


ame 


ake 


ide 


ife 


ose 


use 


ade 


ite 


ipe 


ile 


ore 


ute 



34 



NATUEAL READING 









Word Drill 






cane 


Kate 


dale 


note 


these 


Pete 


tape 


base 


fate 


like 


wife 


vale 


mine 


pride 


bake 


dime 


jute 


rule 


rode 


chore 


stile 


huge 


bake 


fore 


wave 


muse 


tune 


poke 


life 


lone 


line 


mane 


save 


choke 


rage 


dame 


dice 


fade 


sage 


woke 


mote 


tame 


came 


cage 


gaze 


nice 


mace 


race 


sure 


face 


hide 


fine 


page 


rise 


chide 


quire 


space 


lope 


lake 


wage 


vase 


sake 


price 


gale 


dive 


haze 


brave 


shore 


mile 


trade 


cove 


core 


file 


wire 


rice 


tore 


brute 


hose 


home 


hale 


nine 


male 


chose 


stale 


fuse 


gave 


pane 


wane 


chime 


side 


quite 


hive 


dome 


mice 


brace 


vane 


mire 


prime 


cure 


lane 


chase 


while 


shine 


pine 


trace 


cave 


case 


tire 


rude 


pale 


tone 


stage 


gate. 


gale 


same 


vote 


mute 


pipe 


glide 


bone 


dose 


mule 


whine 


shave 


tile 


quake 


Jane 


lace 


rate 


slice 


make 


pure 


thrice 


lame 


date 


wide 


rove 


ride 


tide 


clove 


fire 


cake 


pace 


white 


skate 


sole 


l)rize 


cape 


hire 


lute 


pave 


more 


pile 


thrive 


hole 


daze 


bride 


made 


shake 


spade 


prune 


late 


lime 


sane 


those 


mite 


time 


glaze 


cute 


bite 


wise 


rose 


tube 


pose 


frame 


five 


hope 


nose 


name 


sale 


take 


state 


kite 


dine 


mate 


wore 


rake 


broke 


close 


bide 


fife 


wake 


rope 


mole 


stove 


tripe 


game 


here 


brine 


vine 


shade 


pole 


drape 



MANUAL FUK TEACHERS 



35 



snake 


plate 


plane 


grace 


scrape 


drake 


flame 


glade 


trice 


sprite 


stroke 


smile 


slave 


spire 


splice 


smoke 


grope 


slate 


strike 


drive 




grope 


grove 


place 


grate 


grade 


spore 










Sentence Drill 







Run home with me. 

I made a kite. 

My dog's name is Don. 

Smell the pretty rose. 

I saw a pine tree. 

I have nine marbles. 

How much is a dime ? 

Stand in a line. 

Let's play a game. 

Come and sit in the shade. 

Let 's run to the gate. 

We can go swimming in the 

lake. 
I tore a hole in my dress. 
Make a fire in the stove and 

cook the dinner. 
Can you skate ? 
See the smoke. There must be 

a fire on the hill. 
Here are some grapes. Do you 

like black grapes best? 
Get the spade and the rake and 

make a garden. 
See that long hose in the garden. 



We can drive this nice old 

mule. 
I can make baby smile. 
Let 's make a fire in the grate. 

Don't let it blaze up too 

much. 
Were you late to-day? 
I had some dates for lunch. 
Have you a slate ? 
Doyou like spice cake? Mamma 

made a spice cake for dinner. 
We rode on the stage. We 

rode five miles. 
Did you ever ride on the stage? 
See the big grove of pine trees. 
We had a picnic. We ate 

our lunch under the pine 

trees. 
Papa's horse has a long black 

mane. 
We have a big grapevine. 

When the grapes are ripe 

you can have some. 
Jack drove the cows home. 



36 



NATUKAL HEADING 



Run a race to the gate and back. 
Drive the cattle into the lot 

and close the gate. 
See the sunshine on the wall. 
Those grapes are not ripe. 
Here is a long pole. 
Can you play a pretty tune ? 
Wake up baby. It is time to 

go for a ride. 
We woke the baby up. 
Get the pipe and let's make 

some bubbles. 



I broke my cup. 

My chickens are all tame. 

We are going to the seashore 

next summer. 
My sister is in the second grade. 
Can you splice these ropes ? 
Go to the store and get some 

rice. 
Baby likes to hide from papa. 
Baby's name is Helen, but we 

call her Baby. 



Drill for Primer Pages 58-61 
Phonetic Parts 









ay 


ai 












ail 














aid 














ain 














Word Drill 






bay 


may 


clay 


spray 


gaining 


nail 


painter 


day 


May 


sway 


stray 


hail 


nailing 


rail 


fay 


pay 


tray 


away 


hailing 


paid 


railing 


gay 


paying 


gray 


bait 


laid 


pail 


rain 


gayest 


Ray 


play 


fail 


lain 


pain 


raining 


hay 


say 


playing 


failing 


maid 


paining 


raise 


haying 


saying 


pray 


failure 


mail 


paint 


raising 


lay 


way 


stay 


faint 


main 


painted 


sail 


laying 


bray 


staying 


gain 


mailing 


painting 


sailing 



MANUAL I'OK TEACHERS 



37 



saint 


chain 


drain 


stain 


spraining 


explain 


ail 


tail 


braid 


frail 


train 


maize 


explaining 


aid 


wait 


braided 


snail 


quail 


faith 


raisin 


aim 


waited 


braiding 


grain 


quaint 


maiden 


praise 




waist 


claim 


plain 


sprain 


afraid 


aiming 










Sentence Drill 







See the hay. 

May likes to play. 

Ray can paint. 

The ducks like the rain. 

We went out in the rain. 

Did you ever see it hail? 

It rained and hailed one day. 

Get me some nails. 

See that stray dog. 

The men are haying. 

Come home with me and stay 

all day. 
Let's go for a sail. 
We went down by the bay. 
We are going sailing. 
Canyon paint a pretty picture ? 



Stay with me and let 's play. 

I want some clay. 

My sister is staying at home to 
play with the baby. 

Rain, rain, go away. 

We were afraid of the cows. 

My dog ran away. 

We planted some grain. 

Is baby afraid of the dog ? 

We saw some quail. 

Give the chickens some grain. 

The painter is painting the 
fence. 

Mail this letter for mamma. 

Wait for me and I will go sail- 
ing with you. 



Drill for Primer Pages 62-68 
Phonetic Parts 



ee 



eed 
een 
eep 



eet 
ead 
eal 



ea 
eak 
cam 
ear 



eap 
eat 
each 



38 



NATURAL READmCx 







Word Drill 






bee 


heaping 


leap 


rear 


screen 


feast 


seam 


beating 


keenness 


preacher 


heed 


feet 


leaning 


leaf 


preach 


peach 


feeling 


beast 


three 


cheated 


neater 


nearest 


reader 


lead 


treat 


bean 


neatest 


heath 


speed 


squeak 


geese 


heap 


reap 


teach 


bleating 


tease 


beak 


leanness 


keeping 


wee 


seek 


mean 


reaches 


leader 


bleak 


beef 


seat 


deer 


shearing 


tree 


leave 


meal 


lean 


leading 


please 


near 


sea 


reaper 


street 


cheating 


neat 


peel 


keep 


teacher 


squeeze 


team 


peeling 


deepest 


stream 


weed 


fearing 


meat 


reaping 


wheel 


clean 


neatness 


seem 


leaking 


queen 


week 


beet 


feeding 


keeping 


shear 


steep 


tea 


seedless 


reach 


teaching 


sweetest 


need 


least 


reaching 


streak 


cheat 


fearless 


feed 


deep 


sheet 


queer 


beetle 


dear 


seeing 


breeze 


glean 


heel 


leaping 


needle 


teaches 


sweeter 


beach 


dearest 


leak 


squeal 


weep 


fear 


peep 


steed 


scream 


cheapest 


beam 


hearing 


leafless 


sheep 


glee 


bead 


read 


reef 


steam 


steepest 


heedless 


seed 


keen 


beat 


Greek 


peaches 


reading 


sheath 


veal 


weeping 


nearer 


seen 


teeth 


preaching 


greeting 



MANUAL rOK TEACHERS 



39 



steeple 


cheese 


sweeper 


yeast 


dream 


cheaper 


greet 


cleanest 


fleece 


creep 


cheap 


sweet 


weaken 


sweeping 


speaker 


sweetness 


weaker 


green 


year 


cream 


steal 


sleeping 


sleeve 


dreamer 


sneeze 


weak 


cheese 


weave 


clearness 


speech 


clear 


greenest 


freeze 


sweep 


speak 


sleep 


weakest 


sleek 
Sentence Drill 


creak 


east 



See the bees. 

We have a beehive. Did you 

ever see a queen bee ? 
Make some tea for mamma. 
I can read in my sister's reader. 
We planted some peas and 

some beans. 
Did you ever see a beetle ? 
The leaves have fallen off of 

the tree. 
We have a peach tree. 
Do you like peaches ? 
Our peaches are not ripe 

yet. 
We like to play on the beach. 
Mamma needs me. I must 

help her. 
See the pretty sunbeam. 
String the beads and make a 

pretty necklace. 



We have some seedless grapes. 

We like seedless raisins. 
Let 's run down the steep hill. 
Hear the little lambs bleating. 
My mamma is teaching me to 

play a pretty tune. 
See the white sheep all fast 

asleep. 
My plants will freeze in that 

breeze. 
See the tall steeple. 
My hands and face are clean. 
This is my cleanest dress. 
Take the weeds out of the 

garden. Put them in the 

wheelbarrow and wheel them 

away. 
My lamb's fleece is white. 
Get your broom and help 

mamma sweep. 



40 



NATURAL BEADING 



I have a little carpet sweeper 

for my doll. 
This red apple is the sweetest. 
Let 's go fishing in this stream. 
What street do you live on ? 
This big stream is deeper than 

our creek. 
That pan leaks. We must 

have it mended. 
Can you reach the top shelf? 
Peel some peaches for lunch. 
We are not afraid of the geese. 
Baby is feeding the chickens 

and the ducks and the geese. 
Can you help freeze the ice 

cream ? 



Do you like ice cream? 

Please help me sweep this room. 

Can baby say " Please " ? 

Don't tease the geese. 

My wagon wheel is broken. 

The man will shear the sheep. 

Baby smiles in her sleep. Per- 
haps she is dreaming. 

Let's save these apple seeds 
and plant them. 

I like to sit on the driver's seat 
when I ride on the stage. 

Please go to the store and get 
some cheese. 

See this queer little chicken. 

We saw a pretty deer. 



Drill for Primer Pages 69-73 

Phonetic Parts 

old olt oa iizht 







Word Drill 






cold 


hold 


golden 


coal 


loaves 


colder 


liolding 


mold 


coat 


loan 


coldest 


told 


molding 


coach 


load 


bolt 


scold 


fold 


coaches 


moan 


bolted 


jolt 


folded 


coast 


road 


bold 


jolted 


folding 


coaster 


roar 


boldness 


gold 


colt 


loaf 


roaring 



MANUAL FOR TEACHERS 



41 



roast 


floated 


fight 


tighten 


dry 


soap 


groan 


fighting 


flight 


fly 


soar 


groaning 


light 


slight 


fry 


soaring 


throat 


lighten 


fright 


pry 


toad 


whoa 


lightning- 


frighten 


shy 


toast 


sigh 


lighter 


frightening 


spy 


toasted 


high 


lightest 


frightened 


sty 


boat 


higher 


might 


bright 


try 


cloak 


highest 


night 


my 


why 


croak 


nigh 


right 


by 


spry 


float 


sight 


tight 
Sentence Drill 


cry 


sly 



Please bolt the gate and keep 

it closed. 
It is cold to-day. 
We have a goldfish. 
Papa is painting our boat. 
I have a coaster. I can coast 

down the steepest hill. 
Butter the hot toast and make 

some tea for mamma. 
Please bring in some coal. 
Clear the road. Here come the 

boys on their coasters. 
Papa gave me a pretty gold 

ring. 



AVhere are the oars for papa's 

boat? 
We can ride on the load of hay. 
By, baby, by, do not cry. 
Here is the candle to light you 

to bed. 
Try, try again. 
We saw the lightning in the 

sky. 
Swing me higher, higher, 

higher. 
We played ''I spy" last night. 



42 



NATURAL READING 



Drill for Primer Page 74 



wrap 


knock 


gnat 


wring 


knocker 


gnash 


wrung 


knocking 


gnashing 


wrench 


knack 


gnaw 


wren 


knuckle 


gnawed 


wrist 


knee 


gnawing 


wrong 


kneel 


gnarl 


write 


kneeling 


gnarled 


wrote 


knelt 


gnome 


written 


knit 




wreath 


knitting 


gn 


wrestle 


knitted 




wriggle 


knickerbocker 




wrapper 


knife 




wrapped 


knapsack 




wreathes 


knob 




wrecked 


knight 




wrenching 


knead 




wringer 


knives 




wTinkle 







wry 



kn 



WT 



Sentence Drill 



Wrap tlie baby up and don't 

let her get cold. 
I Avrote a letter to papa. 
We have a little wringer. We 

can wring the doll's clothes. 



I lost my knife. Will you lend 

me your knife? 
When I tie my dog, he will 

gnaw the rope and run away. 
Let 's make a pretty wreath. 



MANUAL FOR TEACHERS 



43 



Have you written your lesson ? My lesson was wrong and I 

We saw a little wren's nest. wrote it again. 

Baby has dimples in her I have a little knapsack. It is 

knuckles. just like papa's big knap- 

See all the little gnats. sack. 

My pet squirrel likes to gnaw My papa has three knives. 

his nuts. 



Drill for Primer Pages 74-79 
Phonetic Parts 







ar 








ard ark 


arm 
Word Drill 


art 


arch 


car 


charming 


marching 


hardest 


lard 


starch 


part 


spark 


market 


smart 


darkest 


marking 


tart 


darkness 


mark 


bar 


charm 


Clark 


start 


barking 


artist 


sparkle 


farmer 


partner 


star 


far 


march 


chart 


card 


carpenter 


barn 


park 


quarrel 


harm 


carpet 


farm 


part 


quarreled 


dark 


farther 


scarlet 


parted 


quarreling 


tar 


lark 


dart 


large 


darker 


hard 


garden 


Carl 


barge 


jar 


scar 


gardener 


sharp 


shark 


alarm 


sharpen 


gardening 



44 



NATURAL READING 



Sentence Drill 



I like to ride in the street car. 
See the bright stars. The stars 

shine in the dark night. 
We can play in the barn. 
My uncle is a farmer. He has 

a big farm. 
Please sharpen my pencil. 
Hear the dogs bark. 
The carpenter mended my 

wagon . 
How much did the man charge 

for your book ? 
Tramp, tramp, tramp, the boys 

are marching. 
Your pencil is sharper than 

mine. 
This nut is too hard to crack. 
We had some tarts for lunch. 

Do you like tarts ? 



Come out and see the stars 

sparkle. 
Make some starch and starch 

baby's clean dress. 
We are going out to the park. 
SAveep the carpet and make it 

nice and clean. 
Hear the lark sinof. 
Can you jump farther than I 

can? 
See this nice large apple. 
My ball is the hardest. 
Can you go to market for 

mamma? 
That man is an artist. What 

does an artist do ? 
Mamma does not like it when 

we quarrel. 



Drill fok Primer Pages 80-82 

Phonetic Parts 

er ir ur 





* 


Word Drill 






Bert 


turning 


surf 


burned 


. verse 


turn 


curve 


burn 


squirm 


verses 


turned 


birthday 


burning 


sir 


purr 



MANUAL FOE TEACHERS 



45 



bird 


birches 


pert 


churned 


shirk 


squirming 


chirp 


stir 


hurting 


church 


squirmed 


chirping 


stirring 


hurt 


churches 


nurse 


chirped 


stirred 


hurling 


herd 


nurses 


squirt 


churn 


burnt 


girl 


squirrel 


thirst 


curling 


stern 


firm 


fern 


thirsty 


fir 


third 


firmest 


fur 


perch 


curbing 


first 


curl 


September 


jerk 


clerk 


burst 


churning 


purse 


jerked 


Thursday 


bursting 


skirt 


birch 


jerking 


Saturday 
Sentence Drill 


hurl 


iceberg 



Please turn the rope and let 
us jump. 

Don't burn your hand on the 
hot stove. 

My birthday will come in Sep- 
tember. 

Baby's birthday is in May. 

My kitten lias soft black fur. 

Baby has pretty golden curls. 

Sometimes mamma curls my 
hair. 

We have a pet squirrel. 

We made some big bubbles, 
but they all burst. 

The liot sun will burn baby's 
face. 

This church has a big steeple. 



Next Saturday Bert is coming 

to play with us. 
There was a little girl 
And she had a little curl. 
Don't jerk the string and make 

the kite come down. 
The birch tree is very pretty. 
We saw a herd of cattle. 
I burnt my finger. 
The little bird sleeps on its 

perch. 
Hear my kitten purr. 
Mamma gave me a purse. 
Did you ever bathe in the surf? 
Hear the little birds chirping. 
Ned is churning to-day. He will 

make some nice butter for us. 



46 



NATURAL READING 



Drill for Primer Pages 83-89 
Phonetic Parts 







ou ow 






ound 


oud 


out our 
Word Drill 


ounce 


owl 


bow 


pounding 


shouting 


scour 


crown 


spout 


mow 


plow 


louder 


how 


coward 


loud 


trowel 


pound 


cow 


mount 


mouse 


loudest 


cloud 


blouse 


mountain 


lounge 


down 


howl 


bowing 


ground 


proud 


town 


spouting 


brown 


trout 


scow 


stout 


hound 


thousand 


south 


row 


bound 


frowning 


sour 


pout 


sprout 


pouch 


brow 


around 


pouting 


sprouting 


towel 


frown 


about 


round 


shout 


pounded 


now 


aloud 


sourest 


shouted 


drowned 
Sentence Drill 


flower 





We saw a big owl in the barn. 

I saw a little brown owl stand- 
ing on the fence. 

Can you come to my house and 
play with me ? 

Here are some pretty flowers 
for you. 

Mamma is going down town. 

Baby can say,"How do you do?" 



I can help papa with the plow- 
ing. 

See these nice round stones. 

Lie down on the lounge and 
go to sleep. 

We saw some pretty speckled 
trout in the stream. 

We climbed the high mountain. 

This apple is too sour to eat. 



MANUAL FOR TEACHERS 



47 



Do you like sour lemons ? 

Can you count to one thou- 
sand ? 

We planted some sunflower 
seeds, and they are begin- 
ning to sprout. 

The painters are painting our 
house. It will be a brown 
house now. 

Take the trowel and dig in 
the ground. 



We went to the store for a 

pound of tea. 
The man in tlie south 
Burnt his mouth 
Eating cold plum porridge. 
I scoured my doll's knives and 

made them nice and bright. 
This is the house that Jack 

built. 
A little mouse ran across the 

room. 



Drill for Prlmer Pages 90-91 
Phonetic Parts 







oy 


01 or 








oin oil 


ork 


orn 








Word Drill 






boy 


pointed 


join 


choice 


border 


north 


toil 


pointing 


joining 


for 


bordering 


fork 


toiling 


coin 


toiler 


stork 


Morse 


nortliern 


broil 


boiler 


soil 


corn 


corner 


horse 


broiled 


coil 


soiling 


born 


storm 


horses 


broiling 


spoil 


moist 


cord 


storming 


morn 


Joy 


spoiled 


boyish 


thorn 


cork 


morning 


boil 


spoiling 


toy 


nor 


Norse 


scorch 


boiled 


hoist 


oyster 


short 


form 


torch 


point 


joint 


loyal 


scorn 


former 


shorter 


pointer 


noise 


voice 


scorning 


hor-n 


shortest 



48 



NATURAL KEADING 



Sentence Drill 



Point to the east. 

Point to the west. 

Point to the south. 

Let 's join hands and make a 

ring. 
I saw an oyster in its shell. 
My sister has a jointed doll. 
Don't spoil your nice clean 

book. 
We have a big closet for our 

toys. 
My big horn makes a loud 

noise. 



I woke up at five o'clock this 

morning. 
We were out in the storm. 
Have you a knife and fork ? 
Here is some corn for the 

horses. 
Get a cork for this bottle and 

don't spill the ink. 
Did you ever play " puss in 

the corner " ? 
Get the pitchfork and give the 

horse some hay. 





Drill for 


, Primer Pages 92-95 








Phonetic Parts 






all 


alk 


aw 


au 


ew 




awn 


awl 
Word Drill 


aught 




paw 


Maud 


walking 


calling 


hauling 


balk 


paw 


walker 


saw. 


straw 


stall 


draw 


fall 


chalk 


drawn 


fawn 


pause 


falling 


shawl 


walk 


caught 


pausing 


dawn 


Paul 


walked 


lawn 


malt 


cawing 


law 


walking 


hall 


walk 


wall 


halt 


small 


caw 


walked 


call 


haul 


sprawl 





MANUAL FOK 


, TEACHEKS 


49 


hawk 


talking- 


clew 


stew 


newer 


screw 


smaller 


pause 


few 


newness 


mewing 


blue 


smallest 


cause 


mew 


flew 


brew 


flue 


strawberries 


because 


new 


stewing 


drew 


hue 


salt 


taller 


pew 


newest 


strew 


cue 


talk 


tallest 


yew 


grew 


Lewis 


screw^ing 






Sentence Drill 






Let 's Dlav or 


1 the lawn, 




I saw a ] 


Little fawn. 


What is 



Take this green chalk and 

draw a tree. 
London Bridge is falling down. 
My sister is taller than I, and 

baby is the smallest of us all. 
Do you like to draw on the 

blackboard ? 
I must go in the house, because 

it is getting late. 
This is the malt that lay in the 

house that Jack built. 
Does your horse balk ? 



a fawn? 
Mamma has a pretty pink shawl. 
Do you like strawberries? 
This is my newest doll. 
Have you a new hat? 
Get some screws and screw the 

lid on the box. 
My bird flew away. 
Our sunflowers grew up tall. 
Have you a blue dress? 
Frank drew my picture. 
Pick a few violets for me. 



ook 



Drill for Primer PxIges 96-102 

Phonetic Parts 

ood oom oon ool oot ow ou 



ind 



book hook 

cook good 

cooking goodness 



Word Drill 

look wool 

looking woolen 
hoof foot 



hood soot 
nook wood 
rook wooden 



50 



NATURAL READING 



shook 


tool 


smooth 


crowed 


growing 


grind 


brook 


stool 


droop 


know 


own 


grinding 


crook 


school 


scoop 


known 


soul 


blind 


crooked 


cool 


proof 


show 


course 


rind 


crookedness 


; cooler 


pool 


showing- 


four 


kind 


stood 


foolish 


gloom 


flow 


pour 


kinder 


moon 


foolishness 


slow 


flowing 


pouring 


kindest 


noon 


room 


slower 


mow 


court 


finding 


soon 


broom 


snow 


mowing 


fourth 


bind 


sooner 


tooth 


blow 


row 


fourteen 


binding 


spoon 


goose 


blower 


rowing 


find 




food 


loose 


blowing 


grow 


wind 




spool 


rooster 


crow 


grown 


mind 








Sentence Drill 







Are there any fish in the 

brook ? 
I liurt my foot. 

Baby has a pretty little fat foot. 
Mamma made me a red hood. 
Grace is cooking breakfast. 
I had a little wooden horse. 
We stood in a long row. 
See the crooked line. 
Bring in some wood for 

mamma. 
We ran to school. 
Here is a spool for the kitten 

to play with. 
Grace has a pet rooster. 



Let 's sit in this nice cool room 

and look at the picture book. 
The dish ran off with the 

spoon. 
My papa comes home to his 

lunch at noon. 
I have a tool chest. It has a 

hammer and a saw and a 

plane in it. 
The man in the moon 
Came down too soon, 
To ask his way to Norwich. 
The man in the south 
Burnt his mouth, 
Eating cold plum porridge. 



Paet III 



DIRECTIONS 

The blackboard work in Part III consists of the development 
of additional sound groups, with material for word drill and sen- 
tence drill, and is a continuation of the work given in Part II. 

This blackboard work is designed for use with any reader 
intended for the second half year of school. The work here 
outlined extends the power of the child to read phonetic words. 
Such new sight words as the child may meet in any reader 
should be told him. 







Phonetic Parts 






adge 


edge 


idge < 


3dge 


udge 




ence 




ince 


ounce 








Word Drill 






badge 


lodge 


thence 


flouncing 


singe 


strange 


Madge 


pledge 


pounce 


bouncing 


twinge 


stranger 


judge 


fence 


flounce 


fencing 


plunge 


strangest 


ledge 


mince 


bounce 


pouncing 


lounge 


changing 


wedge 


since 


ounces 


fenced 


hinges 


changed 


bridge 


quince 


quinces 


bounced 


fringes 


ranger 


dodge 


hence 


princes 


pounced 


lounges 


manger 


hedge 


prince 


pounces 


hinge 


change 


danger 


trudge 


pence 


bounces 


fringe 
53 


range 


lamb 



54 



NATURAL READING 



crumb numb crumbs earn learn heard pearl 

thumb limb thumbs earning learning earth search 
dumb lambs limbs earned learned Earl searching 



Sentence Drill 

We ran across the bridge. 
We were playing hide and go 

seek, and we hid down by 

the hedge. 
Madge put some pretty fringe 

on her doll's dress. 
Let 's give these crumbs to the 

birds. 
My uncle has fourteen little 

lambs. He is going to give 

me one little pet lamb. 
Will you learn a pretty new 

song for papa ? 
Do you like mince pie ? 



My brother can jump over a 

high fence. 
Mamma made some quince jelly. 
See how high my ball bounces. 
Put baby on the lounge and 

let her take a nap. 
See how tall the corn is growing. 
Can you earn ten cents next 

Saturday ? 
We have a big range in our 

kitchen. 
We heard my pet rooster 

crowing at four o'clock this 

morning. 







Phonetic Parts 








ny ry 


gy 


zy 


sy ey 






dy py 


ly 


ty 


cy ie 








Word Drill 




^, 


rainy 


hurry 


city 


pity 


prettily 


kindly 


lovely 


sleepy 


story 


dizzy 


lady 


nearly 


kitty 


ivy 


very 


happy 


nicely 


slowly 


daisy 


pony 


Nancy 


merry 


silly 


only 


funny 


downy 


shaggy 


fairy 


frosty 


early 


Harry 


every 


candy 


happily 


neatly 


daily 



MANUAL FOK TEACHERS 



55 



Benny 


cloudy 


sadly 


partly 


monkey 


Nellie 


jolly 


empty 


partly 


dainty 


donkey 


pansies 


penny 


tiny 


hardly 


pantry 


chimney 


pennies 


jelly 


puppy 


starry 


salty 


barley 


stories 


Billy 


easy 


fifty 


hilly 


parsley 


parties 


lonely 


rosy 


"giy 


rusty 


turkey 


cities 


quietly 


sorry 


swiftly 


mighty 


journey 


puppies 


brightly 


Jenny 


twenty 


hungry 


honey 


monkeys 


sunny 


chilly 


thirty 


pansy 


money 


turkeys 


carry 


holly 


sixty 


muddy 


Bessie 


donkeys 


queerly 


dolly 


seventy 


surely 


Jessie 


chimneys 


quickly 


berry 


plenty 


closely 


Charlie 




lazy 


badly 


softly 


strangely 


Hattie 








Sentence Drill 







Windy, windy weather, 

Frosty weather ; 

When the wind blows, 

We all go together. 

Here is some candy. Now we 

can have a little party. 
Mamma made some strawberry 

jelly- 
Four and twenty blackbirds 
Baked in a pie. 
We have twelve little downy 

chicks. 
See how brightly the sun shines 

so early in the morning. 
I saw a bird's nest, but it was 



empty. The little birds had 

all flown away. 
My brother found a tiny little 

puppy. 
Can you tell me a fairy story ? 
How many pennies have you 

in your bank ? Have you 

any pennies in your pocket? 
We saw a funny little monkey. 
We gave him some peanuts 

and that made him happy. 
Did you ever hear the story 

about the ugly duckling? 
I had some pretty purple 

pansies. 



56 



NATURAL READma 







Phonetic Parts 








ful 


ace il 


ble 






ure ; 


age el 
Word Drill 


able 




cheerful 


venture 


voyage 


anvil 


channel 


cheerfulness 


mixture 


lovable 


pencil 


chapel 


careful 


moisture 


agreeable 


pupil 


kernel 


faithful 


capture 


peaceable 


camel 


bushel 


faithfulness 


picture 


vegetable 


panel 


tassel 


gleeful 


village 


handsome 


parcel 


hazel 


playful 


sausage 


lonesome 


barrel 


mantel 


beautiful 


message 


tiresome 


level 


weasel 


hopeful 


courage 


winsome 


laurel 


quarrel 


graceful 


damage 


palace 


satchel 


travel 


thankful 


package 


terrace 


tunnel 




helpful 


cabbage 


necklace 


morsel 




pasture 


passage 


surface 


funnel 




failure 


manage 


furnace 
Sentence Drill 


kennel 




Did you evei 


' see a camel 


? Our little puppies 


are very 


Go to the garden and get 


some playful 


. They try to play 


nice fresh 


vegetables. 


with the mother 


dog. 


We planted 


a vegetable 


gar- Can you 


carry this 


big parcel 


den. 




for mamma? 




Here is a pencil for you. 


Baby is 


lonesome 


when we 


The cattle are in the pasture. are at 


school. 





MANUAL FOR TEACHERS 



57 



The king and queen live in 

the palace. 
I have a big cabbage in my 

vegetable garden. 
See this beautiful rose. It is 

for mamma. Be careful and 

don't let it wither. 
What is an anvil ? 



My grandma lives in a little 
village. 

I strung some beads and made 
a pretty necklace for baby. 

We saw the anvil in the black- 
smith's shop. 

See if you can carry mamma's 
satchel. 







Phonetic Parts 








tion 


tious 


en 






sion 


cious 


in 






ion 


ous 
Word Drill 


ain 




mansion 


station 


gracious 


porous 


frozen 


urchin 


action 


section 


million 


gorgeous 


oven 


napkin 


auction 


junction 


trillion 


wooden 


sudden 


robin 


auction eei 


■ question 


onion 


lighten 


children 


cousin 


motion 


portion 


cushion 


tighten 


chicken 


mountain 


caution 


mission 


fashion 


seven 


quicken 


captain 


mention 


permission 


. opinion 


sharpen 


woolen 


bargain 


excursion 


cautious 


companion 


written 


satin 


fountain 


addition 


luscious 


joyous 


blacken 


basin 


certain 


attention 


precious 


famous 


sweeten 


cabin 




vacation 


delicious 


wondrous 


broken 


raisin 








Sentence Drill 







My big brother can count up We are going to the railroad 
to one million. station to meet papa when 

Have you written your lesson ? he comes on the train. 



58 



KATUEAL READING 



Do you like raisins ? 

I am going to visit my cousins 
when vacation comes. 

A robin has a nest in our gar- 
den. 

Get some cushions and put 
them in the hammock. Then 
we can be comfortable. 

The chickens scratched up my 
vegetable garden. I had 



planted some peas and beans 

and onions. 
Please sharpen my pencil. I 

have broken the point. 
That big house is called a 

mansion. 
The children like to play out 

in the old log cabin. 
We climbed a high mountain 

last summer. 







Phonetic Parts 








a 


ble 


gle 






out 


die 


tie. 






in 


fie 
Word Drill 


pie 




about 


amusement 


outshine 


invite 


title 


around 


alive 


outline 


instead 


brittle 


across 


along 


outbound 


intrude 


stifle 


adrift 


alone 


outer 


table 


trifle 


agree 


aloud 


invent 


sable 


eagle 


alarm 


amazement 


invention 


cable 


double 


again 


abundant 


invert 


ladle 


trouble 


against 


aboard 


indent 


cradle 


feeble 


aside 


awake 


intend 


needle 


people 


awhile 


away 


insist 


idle 


marble 


adopt 


April 


insisting 


bridle 


turtle 


afraid 


apricot 


inside 


rifle 


girdle 


agreement 


acorn 


inquire 


noble 


myrtle 


amuse 


outside 


inquiring 


bugle 





MANUAL FOR TEACHERS 



59 



Sentence Drill 



My dog always runs when he 

hears the fire alarm. He likes 

to race the horses to the fire. 

He is not afraid of the fire. 
My sister's birthday comes in 

April. 
We have an apricot tree. Do 

you like apricots ? 
We went to the woods and 

gathered some acorns from 

the big oak trees. 
We saw a big eagle up on the 

mountain. 



Here is the church and here 

is the steeple, 
Open the door and see all the 

people. 
Hear the bugle call. 
Please find mamma's needle. 
Papa has a new saddle and a 

new bridle for his horse. 
Can you amuse the baby and 

keep her from crying ? Baby 

does n't like to stay alone. 
Mamma says that I can invite 

you to my party. 







Phonetic Parts 








be 


de re 
Word Drill 


pre 




follow 


following 


listen 


because 


belong 


tallow 


willow 


hasten 


before 


beyond 


narrow 


minnow 


glisten 


below 


between 


elbow 


borrow 


fasten 


becoming 


beside 


arrow 


shallow 


fastening 


begin 


behind 


fellow 


meadow 


glistening 


beginning 


beseech 


mellow 


yellow 


listening 


began 


deceit 


shadow 


hollow 


softening 


beneath 


deceive 


sparrow 


often 


become 


behave 


decline 


pillow 


soften 


became 


behold 


declare 



60 



NATURAL READING 



defeat 


delightful 


recess 


replying 


preserve 


defend 


depart 


receive 


select 


prepare 


delay 


departure 


refresh 


secure 


prefer 


degree 


deserve 


refreshment 


pretend 




delaying 


destroy 


rejoice 


pretending 




delight 


recall 


reply 
Sentence Drill 


prevent 





Come and play follow the 
leader. You may be the 
leader. I will go behind 
you. 

See how big my shadow looks. 

We ate our lunch under the 
willow trees. 

See the little brown spar- 
rows. 

Here is a pillow for papa. He 
is tired. 

Let baby sit between us on 
the bench. 

If you will listen, you will 
hear the bird sing. It is a 
meadow lark. 



See the dewdrops glistening 
on the grass. 

Mamma is making apricot pre- 
serves. 

Does this pencil belong to 
you? 

Baby must not destroy her 
toys. 

I must hurry home because 
mamma wants me. 

Baby is delighted with her 
new playthings. 

I have a bow and some 
arrows. I can shoot the 
arrows up into the willow 
trees. 



com 
con 



ap 
ad 



Phonetic Parts 

ac 
af 



at 
an 



ab 

as 



MANUAL FOK TEACHEBS 



61 



Word Drill 



combine 


conductor 


advice 


Atlantic 


command 


appear 


address 


assist 


commence 


appearing 


adventure 


assistance 


compel 


appearance 


advance 


astonish 


compelling 


abrupt 


advancement 


astonishment 


complete 


absent 


affection 


angry 
animal 


completed 


absence 


afford 


completing 


according 


attack 


i-vxx J. 11.1 Ct J. 

ankle 


compelled 


account 


attend 


annoy 
annoyance 
angle 
anchor 


commencement 
complain 


accuse 
acquaint 


attention 
attic 


complained 


acquaintance 


attract 


complaining 


admit 


attractive 




consent 


admittance 


attempt 




confuse 


admire 


attempted 






Phonetic Parts 




dis 


mis per 


pro en 


ex 




Word Drill 





dismay discharge 

disappoint misstep 

disappointment mistake 

disappointed mistaken 



discard 
display 
disturb 
distinct 
distinctly 



persist 
perform 



exchange 
excuse 
express 
exact 



procession entice 

protect entreat 

protection engage 

pronounce explain 

promote explaining extend 

promotion expect 
performance prolong expected 
perfume provide excite 

proceed enjoy excitement 



62 



NATURAL READING 



Sentence Drill 



My mamma does not want me 
to be absent from school 
unless I am sick. 

We are going to see the pro- 
cession. 

My papa has gone across the 
Atlantic Ocean in a big 
ship. 

Mamma is reading me about 
the adventures of Robinson 
Crusoe. 

We like to play in the attic. 

I have a red express wagon. 



Will you come and play with 
me next Saturday ? I shall 
be disappointed if you don't 
come. 

My sister was promoted. 

Will you exchange this book 
for me? 

We are going to have a circus 
performance in our yard. We 
shall expect you to come. 

Don't make too much noise 
and disturb mamma when 
she is resting. 





Phonetic Parts 






inter 


under 


ob oc op 


al 






Word Drill 






interfere 


already 


poison 


whistling 


cedar 


interest 


almost 


collar 


cent 


cement 


understand 


also 


dollar 


century 


center 


understood 


always 


cedar 


cell 


centipede 


undertake 


beckon 


nectar 


cider 


central 


obtain 


beckoning 


poplar 


cistern 


certain 


obstruct 


lesson 


mirror 


ceiling 


certainly 


occur 


reason 


parlor 


cinder 


circle 


occurred 


reasoning 


whistle 


cease 


city 


oppose 


reasonable 


rustle 


cylinder 


cities 


obstruction 


prison 


castle 


circus 





MANUAL FOR TEACHERS 



63 



Sentence Drill 



I have ten cents. 

Our cistern is full of water. 

Can you throw this ball as 
high as the ceiling? 

We saw the circus parade. 

Stand in the center of the 
circle and show us a game 
to pla}^ 

Draw a circle on the black- 
board. 

Which do you like the best, 
the city or the country ? 

Did you ever see a centipede ? 



Can you make a clay cylin- 
der? 

See all the cells in the honey- 
comb. 

My sister has a promotion 
certificate. 

I saw a row of cedar trees. 
Did you ever see a poplar 
tree? 

Mamma has a big mirror in 
her room. 

How many ten-cent pieces are 
there in a dollar ? 







Phonetic Part 










ph 










Word Drill 






Philip 


sphere 


glove 


done 


Monday 


phaeton 


ought 


gloves 


none 


money 


physician 


bought 


shovel 


son 


honey 


pheasant 


brought 


shoveling 


won 


cover 


photograph 


thought 


loving 


ton 


color 


camphor 


thoughtful 


come 


month 


comfort 


nephew 


sought 


comes 


front 


discover 


orphan 


love 


coming 


sponge 


among 


sulphur 


dove 


some 


monkey 


wonderful 


cipher 


doves 


one 


young 


nothing 



64 



NATURAL READING 



tongue 


obey 




freight 


veil 


wonder 


whey 




neigh 


skein 


they 


eight 




neighbor 


reindeer 


prey 


weight 




weigh 


neighborhood 




Sentence Drill 




My brother's name is Philip. 


What color is 


1 your new 


We have a 


I photograph of the 


dress ? 




baby. 






Do you like bread and honey? 


I like to 


ride in mamma's 


The king was in 


the counting 


phaeton. 






house 




I saw a 


pheasant. Do 


you 


Counting out his 


1 money. 


know w 


hat a pheasant 


is? 


The queen was in the kitchen 


Find me a 


sphere. 




Eating bread and 


[ honey. 


Get the shovel and shovel 


up 


Santa Claus drove eight tiny 


the sand 


. 




reindeer. 




I bought 


mamma a pair 


• of 


I wonder where 


the reindeer 


gloves fc 


►r a birthday present. 


are now. 








Word Drill 




puss 


piece 


receiving prove 


threaten 


full 


brief 


Ruth prune 


thread 


pull 


chief 


truth improve 


! head 


push 


shield 


truthful work 


meant 


bush 


thief 


ruby word 


deaf 


cushion 


belief 


truant worm 


ask 


pudding 


believe 


true 


! world 


task 


bullet 


deceive 


brunette worse 


bask 


pulpit 


receive 


brute worst 


basket 


field 


believing 


rule 


bread 


flash 


yield 


deceiving 


rude spread 


glass 



MANUAL FOE TEACHEES 



65 



pass 


grasp 


quaff 


calf 


calm 


lass 


clasp 


aft 


half 


palm 


brass 


fast 


after 


aunt 


psalm 


class 


fasten 


waft 


daunt 


laugh 


grass 


last 


raft 


haunt 


laughing 


dance 


past 


draft 


jaunt 


laughed 


prance 


chaff 


craft 


launch 


laughter 


glance 


staff 


shaft 
Sentence DriU 


aim 





Sing, sing, what shall I sing ? 
The cat ran away with the 

pudding bag string. 
Ruth is a little girl who lives 

in our neighborhood. 
Puss likes to sleep on mamma's 

nice soft cushion. 
I have some rosebushes in my 

garden. 
Your writing is improving 

every day. 



Do you like prunes? 

Please spread some jelly on 

my bread. 
Can you thread mamma's 

needle for her? 
Here is a nice basket of fruit 

for grandma. 
The grass needs cutting. Can 

you run the lawn mower? 
Mamma has a ruby in her 

ring. What color is a ruby ? 



i 



APPENDIX 

BLACKBOARD WORK 

AEIiANGED FOR 

CYR'S PRIMER AND FIRST READER 



APPENDIX 

THE APPLICATION OF THE NATURAL READING 
METHOD TO THE CYR READERS 

The method here presented is the same as that given in the pre- 
ceding pages of this Manual. The arrangement differs, in part, 
through following the order of words found in the Cyr Primer. 

For clearness and for convenience in using the method with this 
set of words, the detailed directions which are given in Part I of 
this Manual are repeated. 

FIRST STEP. THE SENTENCE 

Blackboard Reading 

Note. The words used in these sentences arranged for preliminary 
blackboard work are those found in the first twenty pages of the Cyr 
Primer. 

Call a child to the front and ask him to run across the room. 
Then place upon the blackboard the sentence 

I can run 
and read it to the child. The child may then read the sentence, as 
a whole, slipping the pointer across the entire sentence and not 
stopping at the separate words. Repeat with several children in 
turn. 

Erase this sentence, place upon the blackboard 
I can catch you 

and proceed as with the former sentence. 

69 



70 NATURAL READING 

In this way, teach in turn several " action " sentences, review- 
ing meanwhile all that have been presented. At first have but one 
sentence at a time on the blackboard until there is no longer danger 
of confusion. 



3tion sentences : 








can 


run. 




can 


catch you. 




can 


play. 




can 


sing. 




can 


feed my kitty. 




can 


fly like a bird, 




can 


ride a horse. 



Again, place in a group several objects and ask a child to select 
one. As he holds it (a book, for example), place upon the black- 
board the sentence, 

I have a book. 

Read it to the child, and let him read it. Erase this sentence, 
permit another child to choose an object, and continue as follows : 



I have a 


doll. 


I have a 


bird. 


I have a 


nest. 


I have a 


slate. 


I have a 


horse. 


I have a 


cow. 


I have a 


kitty. 


Use toy or picture bird, cow 


, etc. 


With the same group of objects, follow with the sentences, 


Take the 


book. 


Take the 


doll. 


Take the 


nest, etc. 


Look for 


the slate. 


Look for 


the kitty, etc. 



MANUAL FOR TEAC^HEKS 71 

Continue introducing short sentences, using the words in the list 
on page 73. At this early stage a sentence containing a 7iew word 
must first be read to the child. 

Whatever plan is used, each sentence presented should be inter- 
esting from the chilcfs point of view. It is better to tell the whole 
story in one sentence and have it strong, as, — 

My papa has a new gun, 

than to dilute it and spread it through many weak sentences, as, — 

See my papa. 
See the gun. 
I see my papa. 
I see the gun. 
It is papa's gun. 
It is a new gun. 

Nonsense jingles are always well received, and many needed 
words may be introduced in this way which would not lend them- 
selves readily to good vital sentences. 

Run, run, run, 
Oh, see the fun ! 
Here we go 
All in a row. 
Hip, hip, hop, 
Do not stop. 

SECOND STEP. THE WORD 

Blackboard Reading — Continued 

Place upon the blackboard a group of sentences, which the chil- 
dren know how to read, as : 

I have a book. 
I have a cow. 
I have a nest, 
I have a slate. 



72 NATURAL BEADma 

Let the children read them. 
As the children watch, erase 

/ have, I have, I have, I have, 
leaving 



have. 


1 


havi 




a 


book. 




a 


cow. 




a 


nest. 




a 


slate. 



Have the children tell what remains. Then erase a, a, a, a, leaving 

the single word , , 

^ book. 

cow. 

nest. 

slate. 

Retain these words for daily drill, rearranging their order from 

day to day. 

Again, place upon the blackboard the same group of sentences, 

and as the children watch, erase a hook, a cow, a nest, a slate, 

retainint^ 

"^ I have. 

I have. 

I have. 

I have. 

Erase /, retaining have, and add / and have to the list of words 

for daily drill. 

Note. To economize time, the daily word drill may be a concert 
exercise. The danger in concert work is that a few children lead ; the 
others follow and derive very little benefit. Tliis difficulty may be over- 
come by permitting the leaders to stop reciting, as they seem to know the 
words, thus throwing the responsibility upon the weaker ones and giving 
the drill where it is most needed. 

In this way, give the sentences, 

I can run. 

I can play. 

I can sing, etc. 



MANUAL FOE TEACHEKS 



73 



Erase / can, I can, I can, leaving 

run. 
play, 
sing. 
Continue until the list of sight words below is complete. 
It is important that these words be so thoroughly learned that 
there can be no hesitation nor doubt, for upon the absolute cer- 
tainty of the child's recognition of these words depends the ease 
and success of the next step. 

At this stage the three lines of daily work are : 

1. Drill on the separate words for rapidity and accuracy in 
recognizing, regardless of meaning. 

2. Sentences giving a new arrangement of these words. 

3. New sentences introduced as the former ones were, these sen- 
tences containing new words. They must be told the child outright 
— and told him again if he does not remember them. There must 
be no guessing nov puzzling, for as yet the child cannot be expected 
to have a clew to the new words. 



Words from Primer Pages 1-21 



am 

at 

and 

book 

bird 

baby 

big 

can 

catch 

cow 

doll 



do 

feed 

for 

fly 

go 

give 

horse 

have 

has 

is 

in 

it 



I 

kitty 

little 

look 

like 

mamma 

my 

me 

mouse 

mice 

may 

milk 



nest 

on 

oh 

papa 

pretty 

play 

run 

ride 

sing ^ 

sew 

school 

slate 



1 The words sing and take occur later in the Primer, not in the 
pages, but they are added here for use in the next step. 



see 

take ^ 

tree 

the 

to 

you 

your 

yes 

Alice 

John 

Willie 

first twenty 



74 NATURAL BEADING 

THIRD STEP. PHONETIC PARTS OF WORDS 
Blackboard Beading — Continued 

1. Place upon the blackboard the word sing. As the children 
watch your lips, pronounce the word sing, prolonging slightly and 
making prominent the initial sound s. Have the children tell what 
sound comes first in speaking the word sing, or rather, ask them 
to show how they would begin to say the word sing. 

Erase ing, leaving only s. 

Place see on the blackboard, and proceed as with sing, — erasing 
ee, leaving only s. 

Write the word mice. Pronounce, making prominent the sound 
7n. Erase ice, leaving m ; continue with may, mouse, milk, erasing 
ay, ouse, ilk. 

Continue this plan and teach the consonant sounds from the 
following words. 



b — book 






1— little 


bird 






look 


big 






like 


c— can 






m — mice 


catch 






may 


cow 






milk 


d— doll 






mouse 


f— feed 






n — nest 


for 






P — papa 


^—^^ 






r — run 


h — horse 






ride 


J — John 






s — sing 


k— kitty 






see 




t- 


-take 






W- 


-Willie 






y- 


-yes 





MANUAL FOR TEACHERS 



75 



The initial v occurs for the first time in Primer, page Q>S, very. 
Therefore it may be taught later. The initial z being so uncom- 
mon, it may be omitted at this point. 

Drill on these consonants, as separate sounds should be discon- 
tinued as soon as the drill begins in reading lists of words in which 
they are constantly repeated. See Fourth Step. 

2. Again, place upon the blackboard the word sing. Erase s 
leaving ing. Tell the children what it is, and let them pronounce 
It. This must remain as it is, ing, no attention being called to the 
separate letters. 

Continue with the following sight words, erasing the initial 
consonants and retaining the part that remains as a phonetic part 
or sound group. 



smg 


fplay 
1 may 


big 


Jsee 


ride 


|tree 


bird 


feed 


can 


nest 


cow 


fbook 
{look 


run 


for 


mice 


take 


slate 


catch 




From these words obtain 






ing 


irdi 


ide 


ee 


est 


eed 


an 


un 


ow 


ook 


ice 


or 


ate 


atch 


ake 


ay 


ig 





To which add am, at, and, it, in, from the word list. 

The remaining words in the list are to be retained as pure sight 
words. There are not a sufficient number of words that resemble 
them in sound to make them useful as phonetic foundations. 

1 Ketain sound group ir, not necessarily ird. Words containing ir plus con- 
sonant {ird, irt, irm, etc.) are given in a later group. See pages 44-45. 



76 NATURAL READING 

This completes the preliminary blackboard reading. It will take 
probably from six to eight weeks. 

At this point the child may begin reading the Primer, while 
blackboard reading is still carried on. 

As soon as a word has been resolved into its phonetic parts, it 
may be dropped from the list of sight words, the drill being given 
to the phonetic parts only. 

FOURTH STEP. RECOMBINATION OF PHONETIC PARTS, 
FORMING NEW WORDS 

Lines of Work 

ri. Read Primer to page 2J. 

Time, about | 2. New sight words from Primer, pages 21-40. 

four weeks i 3. Recombining phonetic parts into new words. 

I Blackboard sentences containing these new words. 

Place upon the blackboard the following new words. 

sun 
say 
sand 
sit 
sake 
side 
seed 
sat 

Pronounce the words slowly and very clearly, making plain to 
the child the result of the new blending or combining of the familiar 
phonetic parts without making any more of an artificial separation 
than is necessary to help the child over this new step. The word 

is not ,9-?m, nor s un^ it is sun ; and to make a pause 

between the two parts instead of blending at once puts a stumbling- 
block in the way. 



MAKUAL FOE TEAOHEES 



77 



The success of this exercise lies in the child's ability to pro- 
nounce promptly the separate phonetic parts. There must be no 
uncertainty, no guessing. 

Continue with man 

mate 
match 
mat 
make 
reading them as before and having the child read them several times. 
Then continue with the following words. They need not all be 
read to the child. He should soon show ability to combine the 
phonetic parts and read new words for himself. 









Word Drill 






sun 


rest 


lit 


hat 


dig 


bin 


rings 


say 


rice 


latch 


hide 


day 


jam 


rests 


sand 


ran 


lay 


hatch 


date 


jig 


fans 


sit 


rake 


lake 


hay • 


Dan 


pat 


hands 


sake 


ride 


land 


hit 


Kate 


pig 


cooking 


side 


ray 


late 


how 


kit 


patch 


resting 


sing 


ram 


Lee 


hook 


king 


pay 


singing 


seed 


ring 


nest 


ham 


bat 


pin 


saying 


see 


run 


now 


hand 


best 


pan 


feeding 


sat 


fat 


nice 


cat 


big 


wake 


running 


Sam 


fig 


need 


cake 


book 


west 


digging 


man 


fun 


nor 


can 


band 


wing 


winning 


mate 


feed 


Nan 


catch 


bee 


wide 


patting 


match 


fan 


Nat 


cook 


bird 


win 


cunning 


make 


fit 


tin 


cow 


bow 


way 




mice 


fin 


take 


gun 


bake 


wee 




mat 


for 


tan 


gate 


bay 


wig 




may 


look 


tide 


gay 


bit 


weed 




rat 


lest 


took 


deed 


bun 


runs 





78 



NATURAL READING 



Sentence Drill 



Run, run, run. 

Oh, see the fun ! 

We have a big fig tree. 

Do you like figs ? 

I can ride on papa's liorse. 

Baby likes to play in the sand. 

Can you make a cake ? 

I can take the baby and mamma 

can rest. 
Can you cook ? 
Bake a cake for papa. 
I ran to school. 
My papa has a gun. 
I can play in the hay. 
Baby took a ride on papa's horse. 



Baby has cunning little hands. 

Baby can play pat-a-cake. 

A wee, wee bird, 

In a wee, wee nest. 

Make a bow. 

The little mouse bit my cake. 

See the bee. 

Baby feeds the birds. 

Pat papa's horse. 

Nan is digging in the sand. 

Do you like to dig in the sand ? 

Latch the gate. 

Do you like jam ? 

I like cake and jam. 



Words from Primer, Pages 21-40 

Note. In each advanced set of words from the Primer there are some 
that it will not be necessary to teach as sight words, since they contain 
sound groups previously taught. The child should be able to read these 
words. 

Words that do not fall under any phonetic classification — been, ivant, 
what, etc. — should be retained as sight words. 

The words given are selected because of their usefulness in further 
phonetic drill. 



glad 

thank 

Grace 

gave 

pail 



riet 


did 


fnot 


nut 


jget 


will 


jgot 


up 


Ned 


think 


rose 




her 


wish 
tim€ 
white 


boat 






iSee 


page 12. 





little 





MANUAL FOK TEACHERS 






Phonetic Parts 


ad 


et 


id 


ot lit 


ank 


ed 


ill 


ose up 


ace 


er 


ink 


oat 


ave 




ish 




ail 




ime 

ite 








Also : sh - 


-she 






wh- 


— white 






thi 


— them, that 






th- 


- thank. 



79 



tie 



Time, about 
two weeks 



Lines of Work 

'Read Primer to page 41. 
New words from Primer, pages 41-60. 
Phonetic parts of these words. 
Continue recombining, forming new words. 







Word Drill 






sad 


sailing 


rail 


net 


letting 


but 


set 


saddest 


railing 


netting 


lad 


boat 


sets 


mad 


rose 


not 


lace 


bill 


setting 


met 


fed 


nail 


link 


had 


sup 


mill 


fill 


nails 


led 


hail 


sank . 


mills 


filling 


nailing 


lime 


hail in 


sill 


mink 


face 


nose 


lid 


hid 


save 


mail 


fish 


nut 


bad 


her 


sink 


mailing 


fishes 


nuts 


bit 


hill 


sinking 


race 


fishing 


Ned 


bank 


hills 


sail 


rill 


fail 


let 


bed 


hot 


sails 


red 


failing 


lets 


bite 


hose 




1 See note 


on variable sound groups, 


page 26. 





80 



NATURAL READING 



hut 


cups 


wet 


thinner 


shook 


thinking 


glide 


did 


cot 


will 


better 


shake 


slate 


Grace 


dish 


kid 


wave 


fatter 


shave 


slam 


grand 


dishes 


kill 


wedding 


bitter 


shed 


slammed 


gray 


dime 


kite 


wink 


fisher 


shot 


slit 


grin 


get 


jet 


winking 


fisherman 


shut 


slice 


grit 


getting 


Jill 


wish 


hatchet 


shutting 


slide 


little 


gave 


pet 


wishing 


rested 


shutter 


slid 


battle 


got 


petting 


supper 


needed . 


those 


slat 


rattle 


goat 


pup 


dinner 


landed 


than 


sled 


settle 


goats 


pave 


butter 


handed 


thin 


play 


bottle 


cut 


pail 


singer 


looked 


thinner 


plan 


nettle 


cutting 


pot 


ladder 


fanned 


thinnest 


plate 


kettle 


cave 


tank 


hatter 


cooked 


thing 


plow 




coat 


time 


hammer 


patched 


thank 


plank 




coats 


tail 


catcher 


pinned 


thanking 


place 




cup 


Ted 


letter 


matched 


think 


glad 










Sentence Drill 







Let 's go for a sail in my boat. 

We can sail on the lake. 

My doll has a lace hat. 

We have a pet goat. 

Have you a bank ? 

Baby has a little red tin pail. 

1 have a tin cup. 

A nice little fish, 

In a nice little dish. 

Let 's go fishing. We can go in 

my boat. 
Cut the cake and make the tea. 
This pretty cup is for you. 



See the pretty red rose. 

I fed the little fish. 

Let 's run a race. 

Ted has a kite. 

I am a fisherman. I can catch 

fish. 
Mamma can cook the fish for 

supper. 
Have you a sled ? 
I have a little hatchet. 
It is dinner time now. 
Baby can say, '' Thank you." 
Jill is my gray kitty. 



MANUAL FOR TEACHERS 



81 



Baby has a little plate. Can you mail the letter for 

Let's cut a slice of cake for mamma? 

baby's plate. I wish that I had a hammer and 

I have a dime in my bank. some nails. 



Words from Primer, Pages 41-60 



cap 
back 
name 
saw- 



sleep 
dear 



rhim 
I swim 



dog 
hope 

[gold 

<!told 

[cold 
good 
soon 

font 

<> found 

[south 



must 



ap 
ack 
ame 
aw 



eep 
ear 



Phonetic Parts 



im 



^ou 



og 
ope 
old 
ood 
oon 
Tout 
^ ound 
[outh 



ust 



Time, about 
two weeks 



Lines of Work 

Read Primer to page 61. 
New words from Primer, pages 61-80. 
Phonetic parts of these words. 
Continue recombining. 

1 See page 82. 



82 



NATURAL READING 







Word Drill 






moon 


found 


cold 


hope 


shearing 


must 


folded 


colder 


hold 


shuttle 


mold 


folding 


coldest 


holding 


thaw 


mouth 


fold 


came 


Jim 


whack 


molding 


nap 


dear 


just 


slack 


molded 


name 


deep 


jaw 


sleep 


mound 


noon 


deeper 


Jack 


slim 


map 


near 


deepest 


jacket 


slope 


Mack 


tap 


dim 


keep 


swing 


rap 


tapping 


dog 


keeping 


swinging 


rust 


tapped 


dust 


lap 


sweep 


rusted 


tack 


dusted 


log 


swim 


rack 


tacked 


duster 


lame 


swimming 


racked 


tacking 


dusting 


law 


free 


racket 


tame 


dame 


peep 


Fred 


raw 


tear 


dearest 


peeping 


frame 


rope 


told 


deep 


peeped 


frog 


round 


timid 


game 


pack 


flat 


sap 


back 


gold 


packed 


flatter 


sack 


backing 


gust 


packing 


flake 


sawing 


backed 


good 


pound 


flit 


soon 


bold 


him 


paw 


float 


sold 


bolder 


hog 


wood 


floating 


same 


boldest 


hack 


weep 


flap 


fog 


bound 


hear 


year 


flame 


fear 


cap 


hearing 


sheep 





Note. Words containing ou + consonant (out, our, ound. etc.) and ow + 
consonant are given on page 46. For ook, ood, and oon words see page 49. 

These words may all be read, omitting, at this point, words ending in 
suffixes ness, ain, el. 



MANUAL FOK TEACHERS 



83 



Sentence Drill 



I saw the moon. 

My kitty is tame. 

Have you a rope ? 

I sold my old sled. Now I can 

have a red sled. 
I saw papa shearing the sheep. 
Baby likes to dust for mamma. 
She has a little duster. 
I can sweep. 
I have a little gray squirrel. It 

is tame now. 
I can sing, " Sleep, baby, sleep." 
We can have a picnic in the 

woods. We can make a swing. 

I have a rope. 
Can you swim in the lake ? 



Can you swim where it is deep ? 

It is cold to-day. Where is my 
coat? 

Baby has a little gold ring. 

See the pretty white boat float- 
ing on the lake. 

Papa is sawing the wood. I like 
to saw. 

Baby had a nap. 

My dog's name is Jack. 

My kitty's name is Jill. 

Where is my cap ? 

Let 's play a game. Let 's play 
seesaw. 

My hammer can go '^rap-a-tap- 
tap." 



ar 



Words from Primer, Pages 61-80 

corn 



made 


Then 
[ when 


pick 
sick 


barn 


farm 


eat 


find 


all 


tea 


Phonetic Parts 


ade 


en 


ick 


arn 


eat 


ind^ 


arm 


ea 





duck 



uck 



all 
From very, initial consonant v. 

1 See note on variable sound groups, page 26. 



84 



NATURAL READING 



Lines of Work 

TRead Primer to page 81. 
Time, about J New words from Primer, pages 81-102. 
two weeks I Phonetic parts of these words. 
*- Continue recombinin.2r. 







Word Drill 






made 


sick 


beat 


hen 


shade 


men 


sea 


ball 


hind 


then 


morn 


sickest 


call 


heat 


thick 


morning 


seat 


caller 


kick 


when 


meat 


suck 


calling 


kinder 


pluck 


mind 


ten 


called 


kindest 


grade 


fade 


tick 


corn 


pen 


grind 


farm 


ticket 


den 


pick 


drake 


fall 


tall 


Dick 


picking 


drank 


falls 


tea 


duck 


wall 


drill 


falling 


luck 


ducks 


wick 


drink 


find 


Ben 


horn 


wicked 


draw 


finding 


barn 


harm 


wade 


vest 


rind 


born 


hall 


wind 


golden 



Also, select words containing 

ec + consonant, ea + c, pages 38-89, 
or ^ c, page 47, 
ar and ar + c, page 43, 
omitting words ending in less and ness. 



I see ten men. 
Dick has a pet goat. 
T fed the little ducks. 
We made a big sand hill. 



Sentence Drill 

Let 's help mamma. We can set 
the table. Get the cups and 
saucers. Where are the plates? 

Mamma is calling me. 



MANUAL FOK TEACHERS 



85 



Let 's play ball. I have a bat 

and a ball. , 
Do you like to wade in the 

bay? 
My doll ate her cake and drank 

her tea. Now we can wash 

the dishes. 
How tall is the baby ? I am 

taller than baby. 
I have some hens and some ducks. 
My hens like corn. 



My ducks like corn, too. I fed 
them all. 

Baby likes to say, '^ Good morn- 
ing'' to papa. She can say, 
" How do you do ? " 

I saw some cunning little ducks. 

My grandpa is a farmer. 

Draw a bucket of water. 

The sun is very hot to-day. 

Let's play in the shade of this 
big tree. 



Words from Primer, Pages 81-102 



iress 



ess 



nine 


nod 


night 


rock 




long 




room 




fsnow 




\ show 


Phonetic Parts 


ine 


od 


ight 


ock 




ong 




^oom 




ow (o) 



From cheese, cli. 



hurt 



urt 



Lines of Work 

™. . , ( Read Primer to paere 102. 

Time, about „ , , ^^ ^ 

, < Complete sound groups, 
two weeks \ .. . -,■ . 

L Continue recombinmg. 

1 See page 49. 



86 



NATURAL READING 







Word Drill 






song 


mow 


locket 


pod 


sting 


sight 


fine 


longest 


pocket 


still 


right 


fight 


Bess 


goodness 


stack 


rod 


fur 


bow 


chat 


stall 


rocking 


night 


tight 


chest 


stick 


rocket 


nodding 


tar 


chin 


snail 


rocker 


lesson 


car 


chill 


snap 


rocked 


line 


cod 


chime 


seedless 


mine 


light 


dine 


chick 


sadness 


might 


lighter 


dock 


chicken 


gladness 


mock 


locked 


gong- 


clock 




mocking 


locking 


Jess 


stand 




mocked 


longer 


pine 


stay 




Also, select words containing 








er + c, 


ir + c, ur + c, page 44. 






ow (o), 


page 49. 








oa 4- c, 


, page 40. 








ai + c, 


page 36. 
Sentence Drill 







We have some little chickens. 
See the girls all standing in a row. 
I saw a mocking bird. It mocked 

our cat. 
My grandpa has some beehives. 

The bees do not sting me. 
We are going up to the pine trees 

on that steep hill. 
We have five little white mice. 

We feed them cheese. 
Sing a song for baby. Sing 

" Rock-a-by, baby." 



Baby can sing a song for papa. 
This stick will make a good fish- 
ing rod. 
My kitten has pretty white fur. 
I know my lesson. 
Will you dine with me to-day ? 
I saw a snail this morning. 
Star light, star bright, 
First star I 've seen to-night. 
I wish I may, I wish I might 
Have this wish I wish to-night. 



MANUAL FOR TEACHERS 87 

Sound Groups 

In the following list are the sound groups obtained from the 

Primer. Those in italics are not found in the Primer, but are 
added here because of tlieir importance. 

^'^ et ig ot un 

^* ed it og ut 

^^P en in od uvi 

ad ess id op ug 

^'^ ^^l ini ock . ust 

«r/ est \p ong uck 

ack ee ick ope 

and ee + c. ill ose 

(^ng ea + c. ii,g ole 

^"^ er ink oke 

^^^^ fer + c. ish ore 

a*<^l^ ^ ir + c. ice fook 

ate Ur + c. ide jood 



ake 
ace 



ew ime room 

ite |oon 

^^^ ine ow 



^"^^ He row + c. 

I ou + c. 



ade iHjf < 



ave 



ind oa + c. 

^^ old 



ai + c. 
ar + c. 
ar 
all 
aw 

aw -f c. 
au -f- c. 



or + c. 
oy 

01 -\- c. 
ow (o) 



88 



NATURAL READING 







Word Drill 






The follow 


ing sound 


groups are not found in Primer. 




bag 


hum 


sage 


choke 


quail 


bell 


hug 


sell ■ 


ship 


queer 


bug 


hole 


sip 


shell 


quick 


cash 


lash 


tag 


shop 


queen 


cage 


mug 


tell 


shore 


stripe 


core 


mole 


tip 


whip 


stroke 


Dash 


Nell 


tug 


while 


string 


dip 


page 


wag 


clash 


spring 


dipper 


pug 


woke 


clip 


sprang 


dug 


pole 


wore 


flag 


spray 


fell 


rag 


well 


skip 


splash 


hang 


rug 


chip 


smell 


split 


hash 


sang 


chop 


smile 





FIRST HALF YEAR 



Outline for Term 



Time, six f 

I 

to eight ^ 



Blackboard reading : sentence, word, phonetic parts. 
Words from Primer, pages 1-20. 
weeks [ Phonetic parts of these words. 



Time, f Read Primer to page 21. 

about I New words from Primer, pages 21-40. 

four I Phonetic parts of words, 

weeks |^ Recombining to form new words. 

Time, f Read Primer to page 41. 

about I New words from Primer, pages 41-60. 
two Phonetic parts of words, 

■weeks [ Continue blending or recombining. 



MANUAL FOR TEACHERS 89 

rRead Primer to page 61. 
Time, about] New words from Primer, pages 61-80. 
two weeks i Phonetic parts of words. 
[Continue recombining. 

'Read Primer to page 81. 
Time, about New words from Primer, pages 81-102. 
two weeks Phonetic parts of words. 
Continue recombining. 

Time, about ( Read Primer to page 102. 
two weeks ^ Complete phonetic lists. 

Note, Time will be longer in schools where the teacher has many 
grades, but older pupils may be trained to do part of the drill work, thus 
shortening the time otherwise required. 



SECOND HALF YEAR 
Lines of Work 

Read Cyr's First Reader. 

Review sound groups given during first half year. 

New words containing new sound groups, also prefixes and 
suffixes. 

The phonetic drill given during the first half year will have been 
a preparation for reading Cyr's First Reader. More than half of 
the new words in the First Reader contain sound groups and con- 
sonant sounds previously drilled upon. The child should be able to 
read these words without further help. 

The word drill is continued during the second half year, retaining 
for constant review the sound groups previously developed. By the 
same method obtain material for advanced phonetic drill, — new 
sound groups and analogous words. These should grow out of, or 
be closely allied to, the new words that occur in the First Reader. 



90 



NATUEAL READING 



For example, in the first twenty pages are found the words bubble, 
7neadow, yellow, donkey, honey, across, tiny, fence. These may serve 
as bases for the following new word drills. 



bubble 


meadow 


donkey 


across 


fence 


tiny 


ramble 


yellow 


monkey 


around 


hence 


funny 


scramble 


shadow 


honey 


along 


since 


sunny 


thimble 


follow 


money 


about 


mince 


penny 


mumble 


willow 


turkey 


agree 


bounce 


downy 



Complete word and sentence drill lists for this advanced work 
are given in Part III. From among these select first those that 
most closely follow the First Reader words. These are : 

1. Words ending in ble, tie, die, cle, gle, fle, pie, pages 32-33. 

2. Words like know, knew, page 42. 

3. Words ending in ny, py, ly, ty, ey, ie, pages 54-55. 

4. Words ending in ow, page 59. 

5. Words having prefix a, page 58. 

6. Words having prefix be, pages 59-60. 

7. Follow with page 53, and the remaining pages to the end. 



Ki/iY19tfc«^ 



